Flipping Pedagogy

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Flipping Pedagogy 101Anna Wood

Vice-Phec 2015, Nottingham

Ross Galloway, Judy Hardy

Flipping Pedagogy 101

Leo Lionni, Fish Is Fish 1970

Leo Lionni, Fish Is Fish 1970Flipping Pedagogy 101

Leo Lionni, Fish Is Fish 1970Flipping Pedagogy 101

Flipping Pedagogy 101

Context should determine pedagogy

R. Hake, Am. J. Phys. 66(1), 1998Flipping Pedagogy 101

to of instructors deviate significantly from established design of evidence-based teaching approaches.C. Henderson & M. Dancy, Phys Rev ST: PER 5, 020107, 2009 Flipping Pedagogy 101

Need to understand why not just how.

'Tool kit' not a recipe

Flipping Pedagogy 101

Flipping Pedagogy 101A. K. Wood, R.K.Galloway, C.Sinclair, J. Hardy, In preparation

Macro-scale factors:Content, pedagogical aims, course structure, assessments etc

Micro-scale factors:Responsivity to students needs in the momentFlipping Pedagogy 101Context is:

Flipping Pedagogy 101 New understandings constructed from existing understandings and experiences.

Piaget, Swiss 1896-1980




Flipping Pedagogy 101




Role of prior knowledgeFlipping Pedagogy 101=Conceptual Change Theory(Posner +Ausubel)

Dissatisfaction with existing conceptsNew conception is intelligibleNew conception is plausible

Flipping Pedagogy 101Conceptual Change Theory:G. Posner, et al. "Accommodation of a scientific conception: Toward a theory of conceptual change." Science education 66.2 (1982): 211-227.Accommodation happens when:

Flipping Pedagogy 101

Vygotsky: Russian 1896 1934

Learners construct their own meaning

Learning happens twice: through social interaction and on individual level

Flipping Pedagogy 101

Flipping Pedagogy 101

Image from Wikipedia

Flipping Pedagogy 101Zone of Proximal Development:

Distance between a childs actual developmental level as determined by independent problem solving and the higher level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers

Flipping Pedagogy 101

PI Sections (according to Mazur, Schell)Introduce Clicker QuestionStudents think individually Students voteStudents discuss Students vote againLecturer concludesFlipping Pedagogy 101

Flipping Pedagogy 101 Asks for explanations of the answers that are popular but wrong. Asks for explanation for the correct answer.Asks students to discuss again.Students vote again (3rd) time.Lecturer sums up, modelling expert thinking.

Decisions that need to be made(from pre-workshop quiz answers)

What type of pre-lecture activities (reading/video)Show results of vote after first voteInteract with students during peer-discussion or not?

Flipping Pedagogy 101

Flipping Pedagogy 101Acknowledgements

Hamish MacLeodSimon Lancaster@LTHEchat