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

DEFINITION OF THE FLIPPED CLASSROOM

STUDENTS GAIN FUNDAMENTAL KNOWLEDGE PRIOR TO COMING TO

SO THEY CAN THEN APPLY THAT KNOWLEDGE IN CLASS

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

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?

An Effectively Flipped Classroom

is most appropriate when there is

a performance-mastery versus

a content-delivery emphasis

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

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

FLIPPED OUTCOMESFROM THE INSTRUCTOR’S PERSPECTIVE

Diminished Lecture Prep

Greater Student-Friendly

Instruction (preclass)

Able to develop better

Application-type activities

In Class

Reach Struggling

and Advanced Students at Same

MISCONCEPTIONS

Content coverage will be sacrificed

A fad that will go away

Simply an online course

Students staring at a computer in

Flipping means:

Students working without

structure

Teachers replaced by

videos

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

Creating a culture of class preparedness

OUR COURSE

Advanced Reading Strategies for

College Success

Elective course for graduation credit

2 credit class taught twice a week for 50min

Four sections taught by four

different instructors.

20-25 students per section

Mostly Juniors and Seniors take the course with an

average of 26 on the reading

section of the ACT

PURPOSES OF THE COURSE

STUDENTS WILL -

Describe reading principles and strategies.

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.

STUDENTS WILL -

Select, adapt, and practice the reading strategies that make the greatest contribution to their understanding, learning and reasoning from their college texts.

STUDENTS WILL -

Demonstrate improvement from their baseline comprehension rates and reading speed .

Students master 26 reading comprehension strategies that are divided into three

categories

BeforeReadin

g Strateg

During Readin

g Strateg

After Readin

g Strateg

ies6 strategies 10

strategies10

strategies

SCHOLARLY Reading Strategies Covered in the 2nd

Half of the Semester

Layered Reading Framework

Before Strategies

During Strategies

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

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

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

HOW THE CLASS IS SET UP

Strategy DemonstrationStrategy 1st

Practice + Meta-cognitive

Reflection

In-Class Activities

Debrief In-Class

All done on readings for other classes

EXAMPLE

Reflection

In-Class Activities

Meta-cognitive ReflectionStrategy 1st Practice

EXAMPLE

Strategy Demonstration

Strategy 1st Practice

In-Class Activities

Debrief Pre-Class

Coached PracticeStrategy 1st Practice

Read the principles behind

the use of the strategy.

EXAMPLE

Reflection

In-Class Activities

Debrief In-Class

Demo Begins

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.

Notice the

BEFORE

DURING

& AFTE

components of this strategy

Now, I will introduce you to the text I will be using this strategy with.

Chapter 17 of the Physical Science Text,

entitled:

Before starting with K-W-L, I previewed the

chapter using Skeleton.

I then did a THIEVVES with Snatches

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)

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.)

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

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:

ONow for the DURING portion of the

strategy

Jane Doe

Feb 14 008

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.

strategy

Jane Doe

Feb 14 008

Here is what I WANT/NEED to know beyond what the text provides.

The basics of Chemistry as related to this chapter

strategy

Jane Doe

Feb 14 008

Wikipedia

strategy

Jane Doe

Feb 14 008

Wikipedia

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

strategy

Jane Doe

Feb 14 008

Wikipedia Khan Academy

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?

Jane Doe

Feb 14 008

Here is what I learned!

Jane Doe

Feb 14 008

Here is what I learned!

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

Every mark on the table, where the element is placed, & its color means something that shows relationships among the elements.

Jane Doe

Feb 14 008

FINAL PRODUCT

Jane Doe

Feb 14 008

Now, it’s your turn

to practice!

FINAL PRODUCT

End of Demo

EXAMPLE

Reflection

In-Class Activities

Debrief In-Class

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

IN CLASS ACTIVITIES

EXAMPLE

Reflection

In-Class Activities

Debrief In-Class

EXAMPLE (INCLASS DEBRIEFING)

Debrief Pre-Class

EXAMPLE

Reflection

In-Class Activities

Debrief In-Class

INCLASS COACHED PRACTICE

EXAMPLE

Reflection

In-Class Activities

Debrief In-Class

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)

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)

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 -

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

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

RESULTS

1. WHICH INSTRUCTIONAL METHOD DID STUDENTS PREFER: TRADITIONAL OR

FLIPPED? (N = 68)

2A. TO WHAT DEGREE DID STUDENTS FEEL THAT FLIPPED OUTCOMES HAD OCCURRED?

(N = 68)

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

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

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)

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

3. WHAT SUCCESSFUL INSTRUCTIONAL ACTIVITIES PREDICTED SUCCESSFUL

FLIPPED OUTCOMES?(N = 68)

Integration DaysClass DiscussionCourse Handbook

Online Schedule

Online Videos

Speeding up LabsReading Logs

Speed up Charts

Thinksheets

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

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

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

Adjusted R2 = 0.36

6 - Skills Expanded

In-Class

Adjusted R2 = 0.51

10 –

9 - Meaningful peer- to-peer in

class Interaction

6 – G

Adjusted R2 = 0.61

10 –

11 - Meaningful in Class

Instructor Interaction

Adjusted R2 = 0.56

7 – Several Ways to Learn the Material

9 – O

Adjusted R2 = 0.39

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 ken_plummer@byu.edu

FINAL DISCUSSION

using the flipped classroom model in a college reading course

course student

student success

outcomes student survey

flipped classroom model

teaching learningdefinition

teaching learningcontrast

teaching learningan

teaching learninglage

Documents

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