Using the Flipped Classroom Model in a college reading course
description
Transcript of Using the Flipped Classroom Model in a college reading course
“Revolutionizing Learning to Enhance Student Success.”
USING THE FLIPPED
CLASSROOM MODEL IN A COLLEGE READING
COURSE
Description of • the study• the flipped classroom• positive flipped outcomes• instructional activities designed to
achieve flipped outcomes• the course itself• the results of the study
TOPICS COVERED IN THIS PRESENTATION
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Determine -1. the degree to which flipped
classroom outcomes occurred in a college reading course (student survey).
2. the instructional activities that influenced those outcomes (student survey).
PURPOSE OF THE STUDY
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
DEFINITION OF THE FLIPPED CLASSROOM
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
STUDENTS GAIN FUNDAMENTAL KNOWLEDGE PRIOR TO COMING TO
CLASS
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
SO THEY CAN THEN APPLY THAT KNOWLEDGE IN CLASS
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
CONTRAST WITH TRADITIONAL MODEL
Pre ClassStudents
prepare for lecture
In Class
Instructor lectures on mostly pre
class material
Post/Pre
ClassStudents- apply lecture
thru HWprepare for next class
Students receive
feedback on HW a day or week later (not in real
time)
Traditional
Pre Class
Students are held
accountable to learn new
course material
In ClassClass
debriefs pre-class
work Instructor provides real-time feedback on inclass
assignments
Post/Pre
ClassStudents-
finish inclass assignmentsprepare for next class
Flipped
Desire to Overcome the Coverage vs. Depth
Challenge
Advent of Digital Technology
HOW DID THE FLIPPED CLASSROOM GET
STARTED?
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
An Effectively Flipped Classroom
is most appropriate when there is
a performance-mastery versus
a content-delivery emphasis
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
FLIPPED OUTCOMESFROM THE STUDENT’S PERSPECTIVE
Meaningful Hands-on Learning
Better Learning
Retention
Material that is more easily
reviewable.
Students better
prepared for Class
Skills Expanded
in-Class
Several Ways to Learn the
Material
Meaningful Peer-to-Peer
Interaction
Meaningful Instructor Interaction
Instructor more aware of Student
Abilities
Easier to Catch Up on
Missed Material
Students able to Go at Own
Pace
A SYNTHESIS FROM THE FOLLOWING SOURCES:Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman &
Sams, 2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012
FLIPPED OUTCOMESFROM THE STUDENT’S PERSPECTIVE
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
FLIPPED OUTCOMESFROM THE INSTRUCTOR’S PERSPECTIVE
Diminished Lecture Prep
Time
Greater Student-Friendly
Instruction (preclass)
Able to develop better
Application-type activities
In Class
Reach Struggling
and Advanced Students at Same
Time
A SYNTHESIS FROM THE FOLLOWING SOURCES:Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman &
Sams, 2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
MISCONCEPTIONS
Content coverage will be sacrificed
A fad that will go away
Simply an online course
Students staring at a computer in
class
Flipping means:
Students working without
structure
Teachers replaced by
videos
A SYNTHESIS FROM THE FOLLOWING SOURCES:Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman &
Sams, 2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
CHALLENGES
Students adjust to new
learning schedule
Upfront cost for Instructors
Instructors letting go of their inclass
role as primary information
conveyer
Making time to grade student performance
A SYNTHESIS FROM THE FOLLOWING SOURCES:Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman &
Sams, 2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Creating a culture of class preparedness
OUR COURSE
Advanced Reading Strategies for
College Success
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Elective course for graduation credit
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
2 credit class taught twice a week for 50min
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Four sections taught by four
different instructors.
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
20-25 students per section
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Mostly Juniors and Seniors take the course with an
average of 26 on the reading
section of the ACT
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
PURPOSES OF THE COURSE
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
STUDENTS WILL -
Describe reading principles and strategies.
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
STUDENTS WILL -
Explain 1. what the strategy is, 2. why it is important, 3. how to do it, and 4. when or under what
conditions to apply it. B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
STUDENTS WILL -
Explain what reading is, especially academic
reading.
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
STUDENTS WILL -
Select, adapt, and practice the reading strategies that make the greatest contribution to their understanding, learning and reasoning from their college texts.
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
STUDENTS WILL -
Demonstrate improvement from their baseline comprehension rates and reading speed .
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Students master 26 reading comprehension strategies that are divided into three
categories
READING COMPREHENSION
BeforeReadin
g Strateg
ies
During Readin
g Strateg
ies
After Readin
g Strateg
ies6 strategies 10
strategies10
strategies
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Students master 26 reading comprehension strategies that are divided into three
categories
READING COMPREHENSION
BeforeReadin
g Strateg
ies
During Readin
g Strateg
ies
After Readin
g Strateg
ies6 strategies 10
strategies10
strategies
SURVIVAL Reading Strategies Covered in the 1st Half of the
Semester
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Students master 26 reading comprehension strategies that are divided into three
categories
READING COMPREHENSION
BeforeReadin
g Strateg
ies
During Readin
g Strateg
ies
After Readin
g Strateg
ies6 strategies 10
strategies10
strategies
SCHOLARLY Reading Strategies Covered in the 2nd
Half of the Semester
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Layered Reading Framework
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Before Strategies
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
During Strategies
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
After Strategies
They also master 7 speeding –up reading drills that help them increase their
INCREASING READING SPEED
Line Read Rate
Page Read Rate
Book Read Rate
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Students use a device called “ReadMate” to pace themselves as they use different
speeding-up strategies.
They track their progress on a “Speeding-up Chart”
They demonstrate their ability to perform each speeding-up drill in a “Speeding-up Lab”
SPEEDING-UP ACTIVITIES
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
HOW THE CLASS IS SET UP
Strategy Explanation
Strategy Demonstration
Strategy 1st Practice + Meta-cognitive
Reflection
Pre-Class Activities
In-Class Activities
Debrief Pre-ClassCoached Practice +
Meta-cognitive Reflection
Debrief In-Class
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
HOW THE CLASS IS SET UP
Strategy Explanation
Strategy DemonstrationStrategy 1st
Practice + Meta-cognitive
Reflection
Pre-Class Activities
In-Class Activities
Debrief Pre-ClassCoached Practice +
Meta-cognitive Reflection
Debrief In-Class
All done on readings for other classes
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
EXAMPLE
Strategy Explanation
Strategy DemonstrationStrategy 1st
Practice + Meta-cognitive
Reflection
Pre-Class Activities
In-Class Activities
Debrief Pre-ClassCoached Practice +
Meta-cognitive ReflectionStrategy 1st Practice
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
EXAMPLE
Strategy Explanation
Strategy Demonstration
Strategy 1st Practice
Pre-Class Activities
In-Class Activities
Debrief Pre-Class
Coached PracticeStrategy 1st Practice
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Read the principles behind
the use of the strategy.
EXAMPLE
Strategy Explanation
Strategy DemonstrationStrategy 1st
Practice + Meta-cognitive
Reflection
Pre-Class Activities
In-Class Activities
Debrief Pre-ClassCoached Practice +
Meta-cognitive Reflection
Debrief In-Class
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Demo Begins
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Demo
K-W-L & THE MORE YOU KNOW
Welcome to K-W-L & The More You Know DEMO.
Before going on, be sure to read pp. 59–63 in the
course handbook.
Now let’s go to the ThinkSheet for this
Strategy.
DEM
O
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
DEM
O
Notice the
BEFORE
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
DEM
O
DURING
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
DEM
O
& AFTE
R
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
DEM
O
components of this strategy
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Now, I will introduce you to the text I will be using this strategy with.
DEM
O
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Chapter 17 of the Physical Science Text,
entitled:
DEM
O
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Before starting with K-W-L, I previewed the
chapter using Skeleton.
DEM
O
I then did a THIEVVES with Snatches
DEM
O
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
And now for the K – W (What I Know & What I
Want to know)
And now for the K – W (What I Know & What I
Want to know)
DEM
O
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
DEM
OHere is all that I know about the
Periodic Table:
Jane Doe
Feb 14 008
Chapter 17 “Periodic Table”
I studied the periodic table in 9th grade (Mr. Shaw’s class) but Uranium (92nd element) was the last element then. Why didn’t I learn about all 111 elements?
The atomic # is the # of protons and the # of neutrons combined (I think?)Ion has to do with the number of electrons out of balance with protons.
The nucleus has protons and neutrons in it.
These are made up of quarks. (But I ‘m fuzzy on what they are.)
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Once I begin reading I will evaluate my prior knowledge by marking either correct with a (check) and incorrect with a (zero) in the
before column, like so: Jane Doe
Feb 14 008
Chapter 17 “Periodic Table”
I studied the periodic table in 9th grade (Mr. Shaw’s class) but Uranium (92nd element) was the last element then. Why didn’t I learn about all 111 elements?
The atomic # is the # of protons and the # of neutrons combined (I think?)Ion has to do with the number of electrons out of balance with protons.
The nucleus has protons and neutrons in it.
These are made up of quarks. (But I ‘m fuzzy on what they are.)
Once I begin reading I will evaluate my prior knowledge by marking either correct with a (check) and incorrect with a (zero) in the
before column, like so:
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
DEM
ONow for the DURING portion of the
strategy
Jane Doe
Feb 14 008
Chapter 17 “Periodic Table”
Now for the DURING portion of the strategy
Here is what I WANT/NEED to know.
1. How was the periodic table originally developed?
And by whom?2. How is the
periodic table organized?
3. Define and distinguish ions and ionization energy.
DEM
ONow for the DURING portion of the
strategy
Jane Doe
Feb 14 008
Chapter 17 “Periodic Table”
Now for the DURING portion of the strategy
Here is what I WANT/NEED to know beyond what the text provides.
The basics of Chemistry as related to this chapter
1. How was the periodic table originally developed?
And by whom?2. How is the
periodic table organized?
3. Define and distinguish ions and ionization energy.
DEM
ONow for the DURING portion of the
strategy
Jane Doe
Feb 14 008
Chapter 17 “Periodic Table”
Now for the DURING portion of the strategy
Here is what I WANT/NEED to know beyond what the text provides.
Wikipedia
1. How was the periodic table originally developed?
And by whom?2. How is the
periodic table organized?
3. Define and distinguish ions and ionization energy.
DEM
ONow for the DURING portion of the
strategy
Jane Doe
Feb 14 008
Chapter 17 “Periodic Table”
Now for the DURING portion of the strategy
Here is what I WANT/NEED to know beyond what the text provides.
Wikipedia
1. How was the periodic table originally developed?
And by whom?2. How is the
periodic table organized?
3. Define and distinguish ions and ionization energy.
Clarified & brought to my remembrance the basics of the atomic
substances, formation of
compounds, valence electrons, reactions,
ionic bonds and covalent bonds,
formulas and some of the suffixes of
chemistry
DEM
ONow for the DURING portion of the
strategy
Jane Doe
Feb 14 008
Chapter 17 “Periodic Table”
Now for the DURING portion of the strategy
Here is what I WANT/NEED to know beyond what the text provides.
Wikipedia Khan Academy
1. How was the periodic table originally developed?
And by whom?2. How is the
periodic table organized?
3. Define and distinguish ions and ionization energy.
I studied the periodic table in 9th grade (Mr. Shaw’s class) but Uranium (92nd element) was the last element then.
Certainly muddied the waters about the periodic table again, but makes me realize what a masterful table
it is and that it was inspired by the
natural world’s order.Why didn’t I learn about
all 111 elements?
The atomic # is the # of protons and the # of neutrons combined (I think?)Ion has to do with the number of electrons out of balance with protons.
The nucleus has protons and neutrons in it.
These are made up of quarks. (But I ‘m fuzzy on what they are.)
DEM
O
Jane Doe
Feb 14 008
Chapter 17 “Periodic Table”
Here is what I learned!
Wikipedia Khan Academy
1. How was the periodic table originally developed?
And by whom?2. How is the
periodic table organized?
3. Define and distinguish ions and ionization energy.
I studied the periodic table in 9th grade (Mr. Shaw’s class) but Uranium (92nd element) was the last element then. Why didn’t I learn about all 111 elements?
The atomic # is the # of protons and the # of neutrons combined (I think?)Ion has to do with the number of electrons out of balance with protons.
The nucleus has protons and neutrons in it.
These are made up of quarks. (But I ‘m fuzzy on what they are.)
DEM
O
Jane Doe
Feb 14 008
Chapter 17 “Periodic Table”
Here is what I learned!
Wikipedia Khan Academy
Mendeleev, of Russia, used cards to sort until he discovered the patterns. In 1861 – the first Periodic Table with 50 elements. Today 111 elements. Evolving
1. How was the periodic table originally developed?
And by whom?2. How is the
periodic table organized?
3. Define and distinguish ions and ionization energy.
I studied the periodic table in 9th grade (Mr. Shaw’s class) but Uranium (92nd element) was the last element then. Why didn’t I learn about all 111 elements?
The atomic # is the # of protons and the # of neutrons combined (I think?)Ion has to do with the number of electrons out of balance with protons.
The nucleus has protons and neutrons in it.
These are made up of quarks. (But I ‘m fuzzy on what they are.)
Every mark on the table, where the element is placed, & its color means something that shows relationships among the elements.
DEM
O
Jane Doe
Feb 14 008
Chapter 17 “Periodic Table”
Wikipedia Khan Academy
Mendeleev, of Russia, used cards to sort until he discovered the patterns. In 1861 – the first Periodic Table with 50 elements. Today 111 elements. Evolving
1. How was the periodic table originally developed?
And by whom?2. How is the
periodic table organized?
3. Define and distinguish ions and ionization energy.
I studied the periodic table in 9th grade (Mr. Shaw’s class) but Uranium (92nd element) was the last element then. Why didn’t I learn about all 111 elements?
The atomic # is the # of protons and the # of neutrons combined (I think?)Ion has to do with the number of electrons out of balance with protons.
The nucleus has protons and neutrons in it.
These are made up of quarks. (But I ‘m fuzzy on what they are.)
Every mark on the table, where the element is placed, & its color means something that shows relationships among the elements.
FINAL PRODUCT
DEM
O
Jane Doe
Feb 14 008
Chapter 17 “Periodic Table”
Wikipedia Khan Academy
Mendeleev, of Russia, used cards to sort until he discovered the patterns. In 1861 – the first Periodic Table with 50 elements. Today 111 elements. Evolving
1. How was the periodic table originally developed?
And by whom?2. How is the
periodic table organized?
3. Define and distinguish ions and ionization energy.
I studied the periodic table in 9th grade (Mr. Shaw’s class) but Uranium (92nd element) was the last element then. Why didn’t I learn about all 111 elements?
The atomic # is the # of protons and the # of neutrons combined (I think?)Ion has to do with the number of electrons out of balance with protons.
The nucleus has protons and neutrons in it.
These are made up of quarks. (But I ‘m fuzzy on what they are.)
Every mark on the table, where the element is placed, & its color means something that shows relationships among the elements.
Now, it’s your turn
to practice!
FINAL PRODUCT
End of Demo
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
EXAMPLE
Strategy Explanation
Strategy DemonstrationStrategy 1st
Practice + Meta-cognitive
Reflection
Pre-Class Activities
In-Class Activities
Debrief Pre-ClassCoached Practice +
Meta-cognitive Reflection
Debrief In-Class
EXAMPLE (GUIDED PRACTICE)
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
EXAMPLE (GUIDED PRACTICE)
EXAMPLE (GUIDED PRACTICE)
Meta-cognitively Reflect Online: (1) What meaning did you construct?(2) How did the strategy help or not help you construct that meaning?
Now they are prepared to
participate in class
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
IN CLASS ACTIVITIES
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
EXAMPLE
Strategy Explanation
Strategy DemonstrationStrategy 1st
Practice + Meta-cognitive
Reflection
Pre-Class Activities
In-Class Activities
Debrief Pre-ClassCoached Practice +
Meta-cognitive Reflection
Debrief In-Class
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
EXAMPLE (INCLASS DEBRIEFING)
Debrief Pre-Class
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
EXAMPLE
Strategy Explanation
Strategy DemonstrationStrategy 1st
Practice + Meta-cognitive
Reflection
Pre-Class Activities
In-Class Activities
Debrief Pre-ClassCoached Practice +
Meta-cognitive Reflection
Debrief In-Class
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
INCLASS COACHED PRACTICE
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
INCLASS COACHED PRACTICE
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
EXAMPLE
Strategy Explanation
Strategy DemonstrationStrategy 1st
Practice + Meta-cognitive
Reflection
Pre-Class Activities
In-Class Activities
Debrief Pre-ClassCoached Practice +
Meta-cognitive Reflection
Debrief In-Class
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Final class discussion – Selected students share - - meaning they constructed.- how they used the strategy to
construct meaning.- how it relates to other learned
strategies.- how they plan to use this strategy in
the future.
EXAMPLE (FINAL DEBRIEFING)
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
INTEGRATION DAYSStrategies
#1 – Skeleton (b)#2 – SQ4R (bda)#3 – Cover and Recite (d)#4 – THIEVVES with snatches (b)#5 – Launch & Met Purpose (da)#6 - Quick Code (d)#7 – Post View (a)#8 – Download Patterns (d)
Sept
Oct
1st Integration Day
Strategies #9 – Telegram (d) #10 – Make an Abstract (aa)#11 – Professor Questions (bd)#12 – My Questions (bd)#13– KWL & the More you Know (b)#14– That Reminds Me (d)#15 – Be the Teacher (a)#16 – Author on My Shoulder (d)2nd Integration Day
Strategies #17 – Mindful Reading (d)#18– Mindful Coding (d)#19 – Target, Track, & Defend ( (d)#20 – Create a Concept Map (a)#21– MICER (d)#22 – Relate the Parts (a)#23 – Visual & Technical Reading (d)#24 – Probe Author’s Mind (a)#25 – Probe My Mind (a)#26 – New Questions / New Thoughts (a) 3rd Integration DayNov -
Dec
Students - 1. are given an article 2. construct meaning using
strategies learned during the semester and
3. describe their reasons for using these strategies metacognitively.
FINAL EXAM
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Participants – 68 students across four classes.Research Questions:1. Which instructional method did students
prefer: traditional or flipped?2. To what degree did students feel
• that flipped outcomes had occurred?• instructional activities helped them learn?
3. What instructional activities predicted flipped outcomes?
THE STUDY
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
RESULTS
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
1. WHICH INSTRUCTIONAL METHOD DID STUDENTS PREFER: TRADITIONAL OR
FLIPPED? (N = 68)
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
2A. TO WHAT DEGREE DID STUDENTS FEEL THAT FLIPPED OUTCOMES HAD OCCURRED?
(N = 68)
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Meaningful Hands-on Learning
Better Learning
Retention
Material that is more easily
reviewable.
Students better
prepared for Class
Skills Expanded
in-Class
Several Ways to Learn the
Material
Meaningful Peer-to-Peer
Interaction
Meaningful Instructor Interaction
Instructor more aware of Student
Abilities
Easier to Catch Up on
Missed Material
Students able to Go at Own
Pace
AVERAGE SCORES FOR FLIPPED RESULTS
Meaningful Hands-on LearningDeveloped Life-long SkillsEasy to Review Material
Well-prepared for Class
Skills Expanded in-ClassSeveral Ways to Learn the Material
Meaningful Peer-to-Peer Interaction
Meaningful Instructor InteractionInstructor Knew Student Abilities
Easy to Catch Up on Missed Material
Go at Own Pace
Focused on My Learning
Achieved the Objective of the Course
Class Discussion
Course Handbook Group Work Integration
Days
Online Power Points
Online Schedule Reading Logs Speed up
Charts
Speeding up Labs
ThinkSheets – Guided Practice
2B. TO WHAT DEGREE DID STUDENTS FEEL THAT INSTRUCTIONAL ACTIVITIES HELPED
THEM LEARN? (N = 68)
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
AVERAGE SCORES FOR INSTRUCTIONAL ACTIVITIES
Integration DaysClass DiscussionCourse Handbook
Online Schedule
Group WorkOnline Power Points
Online Videos
Speeding up Labs
Reading Logs
Speed up Charts
Thinksheets
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
3. WHAT SUCCESSFUL INSTRUCTIONAL ACTIVITIES PREDICTED SUCCESSFUL
FLIPPED OUTCOMES?(N = 68)
Integration DaysClass DiscussionCourse Handbook
Online Schedule
Group WorkOnline Power Points
Online Videos
Speeding up LabsReading Logs
Speed up Charts
Thinksheets
Meaningful Hands-on Learning
Developed Life-long SkillsEasy to Review Material
Well-prepared for Class
Skills Expanded in-ClassSeveral Ways to Learn the
Material
Meaningful Peer-to-Peer Interaction
Meaningful in Class Instructor Interaction
Instructor Knew Student Abilities
Easy to Catch Up on Missed Material
Go at Own Pace
Focused on My Learning
Achieved the Objective of the Course
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
GUESS THAT ASSOCIATIONHANDOUT
Flipped Classroom Outcomes influenced by which Class ActivitiesMeaningful Hands on Learning Integration days
Class discussionSkills Expanded in Class Course Handbook
Online ScheduleMeaningful peer-to-peer in class instruction Thinksheets
Group WorkOnline Power Points
Meaningful in Class instructor interaction Speed up ChartsOnline VideosReading Logs
Several Ways to learn material Speeding-up Labs
GUESS THAT ASSOCIATION!
1 - Meaningful Hands-on Learning
2 - C
lass
Di
scus
sion
4 - O
nlin
e Sc
hedu
le
9 - O
nlin
e Vi
deos
5 - T
hink
shee
ts
Adjusted R2 = 0.36
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
GUESS THAT ASSOCIATION!
2- C
lass
Di
scus
sion
1- In
tegr
atio
n Da
ys
5 - T
hink
shee
ts
6 - Skills Expanded
In-Class
Adjusted R2 = 0.51
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
GUESS THAT ASSOCIATION!
2- C
lass
Di
scus
sion
10 –
Read
ing
Logs
9 - Meaningful peer- to-peer in
class Interaction
6 – G
roup
W
ork
Adjusted R2 = 0.61
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
GUESS THAT ASSOCIATION!
2- C
lass
Di
scus
sion
10 –
Read
ing
Logs
11 - Meaningful in Class
Instructor Interaction
Adjusted R2 = 0.56
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
GUESS THAT ASSOCIATION!
2- C
lass
Di
scus
sion
7 – Several Ways to Learn the Material
9 – O
nlin
e Vi
deos
5 - T
hink
shee
ts4
- Onl
ine
Sche
dule
Adjusted R2 = 0.39
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G
Under the conditions created by this College Reading Course1. Students who put more effort into being meta-cognitively aware
tended to have better peer and instructor interaction with the material..
2. Meaningful hands on learning was influenced by a combination of effective inclass (class discussion) and out of class (videos and thinksheets) activities.
3. Class discussions appear to be the place where students became aware of whether multiple flipped classroom outcomes were occurring..
4. Guided practice through thrnksheets appeared to have some influence on multiple flipped outcomes as well.
5. Integration days were viewed as the most helpful learning activity in the class.
6. Reading logs were not viewed as helpful as other learning activities, but were very helpful for those who took advantage of them to become more meta-cognitvely aware.
KEY TAKE AWAY FROM THE STUDY
A flipped college reading course may be effective if 1. the focus of the course is on student performance..2. preclass material combines a clear theoretical explanation,
demonstration, practice, and meta-cognitive reflection.3. pre-class skills are expanded upon inclass.4. instructional activities are designed to optimize flipped classroom
outcomes.5. an instructor is willing to invest in the upfront costs to develop the course.6. integration days are used to help students meta-cognitvely put it all
together.7. an instructor is willing to develop the skill of meaningful inclass coaching.8. time is allocated to meaningfully evaluate student performance along the
way.9. a final exam is developed and captures the essence of what is to be
learned in the course.10. students keep the final exam always in mind as they complete
assignments in and out of class.11. there is a desire to maintain better curriculum continuity across multiple
instructors teaching the same course.
TEN GENERAL OBSERVATIONS AFTER FLIPPING
A COLLEGE READING CLASS
For more information or a copy of the PowerPoint contact
Ken Plummer at [email protected]
FINAL DISCUSSION
B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G