“Over Easy” Flipped Experience: Preparing Faculty To Effectively

Implement Flipped Teaching

Ryan Banow - @rbanow - r.b@usask.ca

The Gwenna Moss Centre For Teaching Effectiveness

University Of SaskatchewanCC- BY, R. Banow, 2015 1

Outline

1. What is flipped teaching?

2. Format of Over Easy

3. Effectiveness of Over Easy

4. Conversation

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What is Flipped Teaching?

Flipped teaching is the process of moving lecture content from face-to-face class time to before class by assigning it as homework.

This allows for more interactive, active, and student-centred types of learning to take place during the scheduled class time.

Flipped teaching often involves, but is not limited to, students viewing lecture videos as homework.

(GMCTE, 2013)

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Advantages of Flipped Teaching• Students move at their own pace

• Better insight into student difficulties

• Classroom time can be used more effectively and creatively

• Increased level of student achievement, interest, and engagement

• Aligns with current learning theories

• Utilizes technology effectively, which is appropriate for “21st century learning”

(Fulton, 2012)CC- BY, R. Banow, 2015 4

Structure Of Over Easy

It is a “flipped” experience. Group size is around 5 people.

Pre-Day 1

• View videos and read short articles on flipped teaching

• View example materials

• Complete an online quiz

• Install software

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Structure Of Over Easy

Day 1 (~5 hours)

• What and Why discussion with experienced guests

• Group summarizing elements of what makes an effective flipped classroom

• Hands-on session creating a short video (Camtasia)

• Alternatives to creating your own videos

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Structure Of Over Easy

Pre-Day 2

• View video on active learning strategies

• Submit two teaching strategy ideas to online form

Day 2 (~3 hours)

• Making effective use of in-class time (strategy jigsaw)

• Blueprinting your flipped classroom or creating a lesson plan

On-going one-on-one support with Instructional Designers.CC- BY, R. Banow, 2015 7

Effectiveness Of Format

• 21 attendees over 3 offerings

• Have data from 15; 10 have gone on to flip (67%)• Some attendees have not been in teaching roles since

• Some have gone on to flip the entire term whereas most have dabbled with flipping certain topics

• All participants that have flipped plan to continue to flip in upcoming terms

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Effectiveness Of Format• “[Next year] I will do one [flipped] lecture a month”

• “…it went great and the students loved it…often the students end up having a free-flowing discussion…without me even trying”

• “97% of [students] thought this was better than regular lecture”

• “I ended up adding some of the elements we discussed to make things a little more interactive”

• “Flipping the class has also forced me to be more creative”

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Effectiveness Of Format• “I opted to not [flip]…mainly because there already is a

fair amount of work outside the classroom that would still not be covered in class (such as lab reports)”

• “next time…book in some ‘studio time’ with instructors so we are forced to record a lecture as a part of finishing the workshop”

• Desire for creating a community of practice

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What has your school done to support and develop flipped teaching? (These responses were collected via PollEverywhere)

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Thank You for Attending

I would be very happy to stay connected with you as we navigate how to support instructors.

My email is r.b@usask.ca

Twitter @rbanow

Ryan Banow

University of Saskatchewan12CC- BY, R. Banow, 2015