Flipping the classroom

FLIP

PING T

HE

CLASSROOM

DI A

NE

B.

MI T

SC

HK

E,

PH

D

OBJECTI

VES 1. Provide some context for this seminar

2. Introduce the concept of flipping

3. Share student feedback about flipping

4. Demonstrate how to flip a class

WHAT

IS F

LIPPI

NG?

FLIP

PING:

THE B

ASIC

CONCEPT• Students

interact with the content prior to a class session

• Class time is spent on application

THE T

HEORY B

EHIND

FLIP

PING

CONCEPT 1 Face to face

class time should involve engagement with content, not simply provision of content

Studen

ts a

re p

ayin

g not

for o

ur con

tent e

xper

tise,

but

to le

arn.

Our job

as

inst

ruct

ors

is to

faci

litat

e th

is le

arnin

g.

CONCEPT 2 Students can,

and should, interact with content prior to face to face time

Lear

ning d

oesn

’t usu

ally

occ

ur the

first t

ime

we’

re

prese

nted w

ith n

ew in

form

atio

n.

CONCEPT 3 When students

actively engage with the content and with each other, they become stakeholders in their own learning and development

Flip

ping fo

ster

s en

gagem

ent

EDUCATIONAL RESEARCH HAS DEMONSTRATED THAT FLIPPING CAN:1. Enhance self-efficacy

2. Cultivate intrinsic motivation

3. Foster the development of a healthy learning community by developing relationships among students

4. Help students to develop social and cultural capital

HOW DO STUDENTS FEEL ABOUT FLIPPING?

The format of the class was great for facilitating conversation and I think it helped many of us share things that we normally may not have mentioned. I know I wasn't one of the loudest voices in the class, but even though I'm usually shy and not part of class discussions, I felt that I could be there. I was much more comfortable, despite some of the tough topics we covered and I think I got more out of the class because of that and changed my perspective too.

The format of this class was awesome. I am so glad that I took this class in person and not online. I feel that this class shows the benefit to in person classes in comparison to online.

HOW DO STUDENTS FEEL ABOUT FLIPPING?

I enjoyed the class format - online absorption of the material prior to the class session, and then active synthesis and discussion. This was a more agreeable way for adults to learn, and it helped the material stick more. Slides and "feeding" material no longer works, and I applaud the professor for being on the front of the curve.

There are so many things that I could reflect back on over the course of this semester. This class has been amazing. The structure of the class has been awesome. I have gotten more out of this class than I have any of my other classes combined and it is because of the structure and our instructor. That is not a “suck up” line either it is the truth.

I especially loved the format of the class. The fact that we all sat in a circle, an even playing field, having open and honest discussions was priceless. You cannot put a quantitative value on that kind of learning experience.

HOW D

OES FLIP

PING H

ELP

OUR STU

DENTS?

BUILDS CONFIDENCE AND INCREASES SELF-EFFICACY

This class reinforced my opinions about the beauty of education. I learned that once we open our minds to hearing both sides of a story we are able to make better decisions. This class paved way for me to do a lot of reflecting of myself.

[The class] really allowed me to reflect on myself and grow as a person. I know I stepped outside my comfort zone many times. I also became not so passive. I really was not one to step out and speak my opinions about many of the issues we discussed in class. It was great to be able to do that but also to listen and learn from others experiences.

It may be hard to believe but I am not a person that normally will talk about the issues that we discussed in class…This is something that if it was not for this class would I have done and I wouldn’t have grown the way I have over the course of this semester.

CREATES A SENSE OF COMMUNITY AND INTERCONNECTEDNESS

I especially want to thank my class members; I learned so much from all of you sharing your insights on the many topics discussed in class. It was through those discussions that I realized that I in so many past instances I have inadvertently promoted racism. Taking my own garbage and basing my way of thinking on such broad issues has changed as a result of listening to other perspectives.

I loved being able to learn from all of the different ideals, opinions and experiences from everyone in our class. We had people from so many different backgrounds; different ethnicities, generations, careers, sexual orientations, religions, etc. I am very blessed to have been able to engage learn from everyone in this class, and I truly believe that I am a better person for it.

DEVELOPS A SENSE OF PERSONAL RESPONSIBILITY

Learning to be open to each others' opinions and attitudes was a critical lesson this semester. I enjoyed the moments most where there was disagreement and disunity because those are the moments when the most growth can happen. The most understanding can be borne out of conflict and communication. Sitting in a room with people who all think alike is boring!

DEVELOPS A SENSE OF PERSONAL RESPONSIBILITY

The physical seating arrangement in class that facilitated the group discussions by not sitting behind anyone and using the uncomfortable silence long enough to allow us time to formulate a thought for discussion. The seating arrangement in a U shape was clever because no matter where you sit you are in the front row.

…one cannot help but to actively learn. She utilized outside resources and blackboard in ways that encourage the students to become more involved in their learning experience including encouraging us to share valuable information with each other.

STUDENT’S DESCRIPTION OF OUR FLIPPED CLASS:

Every week the class participated in an in-depth talk about what we read/saw/thought/felt pertaining to that week's material. She [the instructor] was always prepared with an activity to further enforce the subject matter and helped us to look at things from a new perspective or paradigm. She incorporated different materials in addition to the text for a broader look at the context. She made us not only take a look at social problems, but also gave us the tools and desire to make positive change around us!

GETTING STARTED

1. Putting lectures online

OPTIONS FOR YOUR LECTURE

Podcasts

Slides with audio overlay

Video

Video with screen capture

Others?

GENERAL TIPS FOR PUTTING LECTURES ONLINECreate short videos introducing each session’s content

Don’t think of your lecture in the traditional sense—it’s different

Present lessons in user paced segments rather than one continuous unit

Don't let the perfect be the enemy of the good

Keep it short and focused

GETTING STARTED

1. Put your lecture online

2. Find other content experts and link to them

GETTING STARTED



3. Offer multiple learning modalities

EXAMPLE: SESSION ON HETEROSEXISM

BEFORE CLASS CONTENT:

1. Introductory video (2 mins)

2. Slides with audio overlay (accessible on SlideShare)

3. Reminder about reading the textbook Chapter

4. Video of Lana Wachowski receiving the HRC Visability Award (30 mins)

5. Link to a podcast of an NPR story about gay athletes in professional sports (listen or read)

6. Video of a politician responding to the gay marriage debate (4 mins)

7. Two ‘What Would You Do?’ (ABC News) clips about heterosexism


BEFORE CLASS ASSESSMENT:

1. 10 item multiple choice quiz

2. Typed reflection (free form or structured)


DURING CLASS:

1. Facilitated discussion based on typed reflections

2. Small group activity

3. Large group activity

4. Exit ticket (written/oral)

GETTING STARTED



3. Offer multiple learning modalities

4. Embed accountability

HOW TO EMBED ACCOUNTABILITY

IF IT IS WORTH DOING, ASSIGN POINTS TO IT!!!

Routine, short quizzes

Simple reflections

Rotating content facilitation exercises

Exit ticket

Exams/Papers include content from class discussions

RESOURCES AND O

THER

THOUGHTS

RESOURCESOutside UTA

• The Teaching Professor—conferences, newsletters, white papers, etc.

Campus-level resourcesTeaching and Learning Lectures

Feb. 26, 2014: Rafia Mirza, Copyright and Online Learning Environments; Noon – 1:00 pm, Central Library 315a

Mar. 7, 2014: Eric Mazur, Confessions of a Converted Lecturer; 3:00 – 4:00 pm, University Hall

108

Mar. 7, 2014: Matt Crosslin, Technology Roundtable: Creating an “Assignment Bank” in Blackboard; 10:00 – 11:00 am, Science Hall Conference Room 324. Coffee and light pastries served. RSVP Dana Arrowood ([email protected]) or Peggy Semingson ([email protected])

Mar. 28, 2014: Mary Lynn Crow, Kim Breuer, Peggy Semingson, Nilakshi Veerabathina, Setting the Tone on Day One: A Workshop of Best Practices for the First Day of Class; 1:00 – 4:00 pm, Central Library, sixth floor Parlor. Refreshments served.

Apr. 9, 2014: George Siemens, Digital Teaching and Learning (Title TBA); Noon – 1:30 pm, Central Library, sixth floor Parlor

Apr. 10, 2014: George Siemens, MOOCs, Connectivism, and Coherence; 5:30 – 7:00 pm, Nedderman Hall 100. Snacks served.

RESOURCES

Connections Mini-Conference

April 25—UTA Library Parlour; 12:30-3:00 pm

Brown Bag Series in the SSW

Seminar 2: Making the impersonal personal

Friday, March 28; A114 12:00-2:00

Seminar 3: Innovative technologies for enhancing learning

Friday, April 18; B107 12:00-2:00

OTHER THOUGHTS?

Flipping the classroom

Documents

Transcript of Flipping the classroom