scla presentation: the flipped classroom
Post on 04-Jul-2015
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The Flipped Classroom: a Real Life Adventure in Engaging StudentsMARGARET FAIN: COASTAL CAROLINA UNIVERSITY
&
AMANDA FOSTER: WAKE FOREST UNIVERSITY
How familiar are you with the concept of a flipped classroom?
1. Not very familiar
2. I know what it is, but haven’t tried it yet
3. I’ve use a flipped classroom model before
What is a flipped classroom?
o Primary content delivery takes place outside the classroom
o Traditional “homework” takes place in the classroom
o Emphasis is on applying knowledge through active learning
Why did we use a flipped classroom?
o 2nd version of a one-credit course
o 1st version o Too much lecture
o Too little hands on
o 50 minutes of active learning
o Greater retention of information
o Increased engagement of students
Tools and strategies for a flipped classroom
o Video capture
o Podcasts
o Readings
How We Designed ItVideo Text
Pros • Novel• More engaging• More effective for visual
learners
• Easier to revise• Familiar format• Could include existing
videos
Cons • Harder to revise• Librarians not comfortable
being filmed• Accessibility
• Lack of engagement withtext
o We decided to use text
Designing the Course
o Student Learning Outcomes
o Grouped SLO’s around major research concepts
o Major research concepts turned into 9 lessonso Each lesson had an accompanying textbook chapter
o 3-4 Research workshops
Nine Lessons1. Introduction
2. Information Cycle
3. Evaluating Sources
4. Popular, Scholarly, and Trade Journals
5. Academic Integrity and Plagiarism
6. Library Reference Sources
7. Research Process and Research Questions
8. Keywords
9. Mining Sources
Writing the Textbook
o 3-4 page chapters
o Non-librarian lingo
o Incorporated visual components including existing videos, illustrations, and comics
Reinforcing Concepts Learned
o Quizzes on the textbook reading
o Active learning exercises were directly related to the concepts learned
o Journal reflections on concepts for homework
“Typical” Flipped Classroom Lesson Plan
Time Activity
5-10 min. Quiz
5 min. Review of previous lesson and/or homework
15 min. Group Activity • Students create a list of evaluation criteria on whiteboards • Share list with the class• Instructor adds additional criteria if missed
20 min. Group Activity• Students review real websites and judge their credibility
5 min. Assign Journal Reflection
Evaluating Sources
Now You Try It! Work with the people around you to:
o Develop 1-2 activities to teach the concepts from the Scholarly, Popular, and
Trade video and chapter.
o Develop one potential journaling topic
Share What You Came Up With!
How Did Student’s Respond?
o Receptive vs. Resistance
Learner-Centered Teaching
o The role of the teacher
o The role of the student
o The role of the content
Weimer, Maryellen. Learner-Centered Teaching. San Francisco: Wiley, 2013. Print.
Lessons Learned
o Student preparation
o Focus on hands-on learning
o Knowledge is transmitted
Adapting to One-Shot Instruction o Giving students a “textbook for the day”
o Pre-assigned “library homework” from the professor to use a jumping off
point
o Videos in research guides
o What other ideas have you tried to flip your one-shot instruction?
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