Download - Flip that Class!
AATYCFLIP THAT CLASS!
www.slideshare.net/joannadfulbrightPresented by
Joanna Fulbright, Ozarka College English [email protected]
Flip your class! Integrate the following
Learner-centered classroom (Guide on the Side)
Problem-based learning Outcomes-based learning Understanding by Design
Increase the following Retention Rigor Useful collaborative learning Deep learning
Traditional FlippedInstructors teach lower-level skills inside the classroom
Students learn lower-level skills outside classroom
Examples: lecture, videos, skill and drill, imparting basic knowledge or understanding, less in-class assessment
Examples: Read textbooks or online content, watch online videos/screencasts, Use a computerized tutoring program, assess outside class, more out-of-class assessment
Students practice higher-level skills outside the classroom
Students practice higher-level skills inside classroom with help
Examples: study groups, tutors, or visit instructor during office hours, primary assessment of out-of-class work
Examples: Various in-class assessments focusing on problem solving, lab work, and writing with peer feedback.
Flip that Lit class?
Literature classes are ideally flipped. Students do outside reading, The instructor usually assesses at the
beginning of class to measure whether outside learning took place,
And the rest of class is dedicated to upper-level discussion
Literature classes are sometimes traditional. the instructor does most of the talking
The Updated Bloom’s Taxonomy
Picture credit: http://ww2.odu.edu/educ/roverbau/Bloom/fx_Bloom_New.jpg
Cognitive Load
Traditional Class: Help is given mostly at the lower levels
Flipped Class: Help is given mostly at the higher levels
Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify,
locate, recognize, report, select, translate, paraphrase
Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall,
repeat, reproduce, state
Let’s Create Cognitive Dissonance Get into groups by discipline Discuss how to move the gaining of
discipline knowledge outside the classroom
(10 minutes)
Content Creation Professional Content
YouTube, Khan Academy, TedTalks, TedEd Textbook Content
Teacher-created Screencasts Camtasia ($$) Screencast-o-matic (Free!)
Teacher-created Video Camcorder Webcam
Student Content (Screencast or Video)
Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize,
differentiate, discriminate, distinguish, examine, experiment, question, test.
Applying: can the student use the information in a new way? choose, demonstrate, dramatize,
employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.
Creating: can the student create a new product or point of view? assemble, construct, create, design,
develop, formulate, write. Evaluating: can the student
justify a stand or decision? appraise, argue, defend, judge, select,
support, value, evaluate
Let’s Create Cognitive Dissonance Select one main life skill the
course teaches. Dream the impossible. What
project could students create that would teach them that skill? What analysis could students do in class that would meet that outcome? (10 minutes discussion)
Possible Flipped Class Ideas Student Presentations based on
student research Re-enactment/Skit Live Debate
(later, ARE-ON debates between classes) Creative Activity/Artistic Project FieldWork Collaborative Writing Lab /Experiment Build a Model
Flip that Algebra class
Using Light- scribe
Flip that Class!How it works in Comp. II
Learn low-level skills outside class: Students must read chapters or online
content before class or lose points. Quizzes in my.Ozarka due ten minutes before
class starts, sometimes also give a quiz in first ten minutes of class
Screencasts for difficult points offered for review http://slidesix.com/view/Intext-citations-version-two-pdf-f
or-upload http://www.youtube.com/watch?v=tAHMRUgHqW8
Flip that Class! Minimize lecture: Walk around
Lecture no more than 20% of class (note that lecture is not gone).
Practice 80% of class Practice before reading: Students may
attempt skills without much knowledge before reading: Good to create cognitive dissonance
Practice after reading: Student practice more complex levels of skills after having read the chapters.
Flip that Comp. II class
2012 Spring: Flipped (n=21, 19)
2011 Fall: Online (n=22)
2011 Fall: Hybrid (n=7, 9)
2011 Spring: Trad Lab. (n=17, 9)
2011 Spring Online (n=24)
2010 Fall: Trad. Lab (n=14)
2010 Spring: Traditional (n=8, 13)
2009 Fall: Traditional (n=21)
0 10 20 30 40 50 60 70 80
Fulbright Composition II Retention Rates
Online
Section 2
Retention Rates
Year
an
d M
eth
od
of
Delivery
Positive Results
Other results
Breaking a large assignment into several small assignments can cause grade inflation. Compared to essays scored by the
August 2012 Comp. II Capstone Committee, my students’ grades are inflated by about a letter.
On the other hand, giving several smaller assignments can also increase perseverance
Predicted Results This Semester The flipped
classroom does not solve all problems
But it can enable the instructor to see more clearly why a student is not likely to be retained
Current
Predicted
A-1 A-2
B-1 B-2
C-3 C-2
D-2 D-1
F-1 F-1
What does the research say? When Clintondale High School first implemented this model in the ninth grade, the student failure rate dropped by 33% in one year.
One AP math instructor went from 18% of students with low scores (1’s and 2’s) on the AP Calculus Exam to 0% with low scores (100% with scores of 3-5).
One high school algebra course showed a 5% increase in test scores and a 5% decrease in fail rates
What does the research say? Blending online and traditional learning
results in higher student performance than either alone (Inside Higher Ed).
Similar to (but not the same as) a hybrid course
Students will likely resist at first. (Talbert)
Students in the flipped classroom Were more innovative and cooperated more Felt more“lost” (Strayer)
Work to Stay Flipped
Students may try hard to move the instructor back to lecture mode.
“If a student learns that he can get an example or solution provided to him simply by asking the professor (which is easier than working out those things by himself) what do you expect a student to do? ” (Talbert)
Most data supports the flipped classroom, but not ALL. One college computer programming instructor tried it and changed back after the first test.
Flip that Philosophy Class “I flipped my class and didn’t know
it . . .” This has made the class come alive
Introduce hot topic Class time used to discuss and apply learning
“I've turned a dry, technical unit into one where students arrive to class wondering about the exciting topic for the day.”
I would say 80% of my students like this flipped portion of the semester. ” (Salvarad)
Kathy Schrock’s Guide to Apps Organized by Bloom’s Revised
Bad Reasons for Flipping Students will appreciate any/all
technology (Only use technology when it helps teach)
Using more technology will make a class “cutting edge” (Creating online content is not really that new—many students create and post their own content)
Because it’s easier (It increases student learning, but it takes a lot of time)
(Bergman and Sams)
Favorite Content Sources YouTube, Vimeo Khan Academy Ted Talks TedEd Merlot
Screencast-o-matic
Favorite Content Creator
Advice: •Read Flip Your Classroom and check out their 22-minute video intro to flipping.
•Go to YouTube and search for “flip” or “flipped” class and your topic/course
•Go to Ted.com and check out the talk given by the founder of Khan Academy after he discovered his videos were used in the flipped classroom
Advice for Administrators Provide coaching , assist in finding a coach, or
Encourage “flipped teachers” to coach others Understand that learning in a flipped classroom
can look loud and disorganized Communicate that you primarily value learning Encourage instructors to embrace the
dissonance that can come with change Be a sounding board or a buffer when needed Model the flipped classroom by flipping
meetings (Bergman)
Advice for Faculty Note in the syllabus that students need
internet access Start with an online course Use other people’s content
Professionals (Khan Academy, TedTalks) Textbooks Students
Do not re-do screencasts until they are perfect
Consider doing screencasts at home, before work, or after work until AREON is implemented
Help one another Don’t do it alone: Find friends who
are flipping. Try http://flippedclassroom.org/ Start commenting on “flipper’s” blogs Start your own “flipped” blog Network here at AATYC, share ideas,
exchange email, friend on Facebook Collaborate later through AREON
Share content creation
Slide Availability
http://www.slideshare.net/joannadfulbright
