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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
Assimilation
Accommodation
Equilibration
Flipping Pedagogy 101
=Constructivism
Assimilation
Accommodation
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