Flip that Class!

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<ul><li>1.AATYCFLIP THAT CLASS!www.slideshare.net/joannadfulbrightPresented byJoanna Fulbright, Ozarka College English Instructorjfulbright@ozarka.edu</li></ul> <p>2. Flip that classUsing Animation Software 3. 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 4. Traditional FlippedInstructors teach lower-level Students learn lower-level skillsskills inside the classroomoutside classroom Examples:Examples: Read textbooks or lecture, videos, skill and online content, watch online drill, imparting basic videos/screencasts, Use a knowledge or computerized tutoring understanding, less in-class program, assess outside assessment class, more out-of-classassessmentStudents practice higher-levelStudents practice higher-levelskills outside the classroomskills inside classroom with help Examples: studyExamples: Various in-class groups, tutors, or visit assessments focusing on instructor during office problem solving, lab hours, primary assessment of work, and writing with peer out-of-class workfeedback. 5. Flip that Lit class? Literature classes are ideally flipped. Students do outside reading, The instructor usually assesses at the beginning ofclass to measure whether outside learning tookplace, And the rest of class is dedicated to upper-leveldiscussion Literature classes are sometimes traditional. the instructor does most of the talking 6. Flip that Math classUsing a Camcorder 7. The Updated Blooms TaxonomyCognitive Flipped Class: Help isLoadgiven mostly at thehigher levels Traditional Class: Help is given mostly at the lower levels Picture credit: http://ww2.odu.edu/educ/roverbau/Bloom/fx_Bloom_New.jpg 8. 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 9. Lets Create CognitiveDissonance Get into groups by discipline Discuss how to move the gaining of disciplineknowledge outside the classroom (10 minutes) 10. 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) 11. Analyzing: can the student distinguishbetween the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Applying: can the student use theinformation in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. 12. Creating: can the student create a newproduct or point of view? assemble, construct, create, design, develop,formulate, write. Evaluating: can the student justify a standor decision? appraise, argue, defend, judge, select, support,value, evaluate 13. Lets Create CognitiveDissonance Select one main life skill the courseteaches. Dream the impossible. What projectcould students create that would teachthem that skill? What analysis couldstudents do in class that would meet thatoutcome? (10 minutes discussion) 14. Possible Flipped Class Ideas Student Presentations based on studentresearch Re-enactment/Skit Live Debate (later, ARE-ON debates between classes) Creative Activity/Artistic Project FieldWork Collaborative Writing Lab /Experiment Build a Model 15. Flip that Science classUsing Camtasia 16. Flip thatAlgebraclassUsingLight-scribe 17. Flip that Class!How it works in Comp. IILearn low-level skills outside class: Students must read chapters or online contentbefore 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-for-upload http://www.youtube.com/watch?v=tAHMRUgHqW8 18. 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 skillswithout much knowledge before reading: Good tocreate cognitive dissonance Practice after reading: Student practice morecomplex levels of skills after having read the chapters. 19. Flip that Comp. II class 20. PositiveResultsFulbright Composition II Retention Rates 2009 Fall: Traditional (n=21) 2010 Spring: Traditional (n=8, 13) Year and Method of Delivery 2010 Fall: Trad. Lab (n=14)OnlineSection 2 2011 Spring Online (n=24)Section 12011 Spring: Trad Lab. (n=17, 9)2011 Fall: Hybrid (n=7, 9)2011 Fall: Online (n=22)2012 Spring: Flipped (n=21, 19)0 20 4060 80 Retention Rates 21. Other results Breaking a large assignment into severalsmall assignments can cause grade inflation. Compared to essays scored by the August 2012Comp. II Capstone Committee, my studentsgrades are inflated by about a letter. On the other hand, giving several smallerassignments can also increase perseverance 22. Predicted Results ThisSemesterCurrent Predicted The flipped classroomA-1 A-2does not solve allB-1 B-2problemsC-3 C-2 But it can enable the D-2 D-1instructor to see moreF-1 F-1clearly why a student isnot likely to be retained 23. What does the research say? When Clintondale High School firstimplemented this model in the ninth grade,the student failure rate dropped by 33% in oneyear. One AP math instructor went from 18% ofstudents with low scores (1s and 2s) on theAP 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 infail rates 24. What does the research say? Blending online and traditional learningresults in higher student performance thaneither alone (Inside Higher Ed). Similar to (but not the same as) a hybridcourse Students will likely resist at first. (Talbert) Students in the flipped classroom Were more innovative and cooperated more Felt morelost (Strayer) 25. Work to Stay Flipped Students may try hard to move the instructorback to lecture mode.If a student learns that he can get an example orsolution provided to him simply by asking theprofessor (which is easier than working out thosethings by himself) what do you expect a studentto do? (Talbert) Most data supports the flipped classroom,but not ALL. One college computerprogramming instructor tried it and changedback after the first test. 26. Flip that Philosophy Class I flipped my class and didnt know it . . . This has made the class come alive Introduce hot topic Class time used to discuss and apply learning Ive turned a dry, technical unit into onewhere students arrive to class wonderingabout the exciting topic for the day. I would say 80% of my students like thisflipped portion of the semester. (Salvarad) 27. Kathy Schrocks Guide to AppsOrganized by Blooms Revised 28. Bad Reasons for Flipping Students will appreciate any/all technology(Only use technology when it helps teach) Using more technology will make a classcutting edge (Creating online content is notreally that newmany students create andpost their own content) Because its easier (It increases studentlearning, but it takes a lot of time) (Bergman and Sams) 29. Favorite Content Sources YouTube, Vimeo Khan Academy Ted Talks TedEd MerlotFavorite Content Creator Screencast-o-matic 30. Advice:Read Flip Your Classroom andcheck out their 22-minute videointro to flipping.Go to YouTube and search forflip or flipped class and yourtopic/courseGo to Ted.com and check outthe talk given by the founder ofKhan Academy after hediscovered his videos were usedin the flipped classroom 31. Advice for Administrators Provide coaching , assist in finding a coach, orEncourage flipped teachers to coach others Understand that learning in a flipped classroomcan look loud and disorganized Communicate that you primarily value learning Encourage instructors to embrace the dissonancethat can come with change Be a sounding board or a buffer when needed Model the flipped classroom by flipping meetings (Bergman) 32. Advice for Faculty Note in the syllabus that students need internetaccess Start with an online course Use other peoples content Professionals (Khan Academy, TedTalks) Textbooks Students Do not re-do screencasts until they are perfect Consider doing screencasts at home, beforework, or after work until AREON is implemented 33. Help one another Dont do it alone: Find friends who areflipping. Try http://flippedclassroom.org/ Start commenting on flippers blogs Start your own flipped blog Network here at AATYC, share ideas, exchangeemail, friend on Facebook Collaborate later through AREON Share content creation 34. Slide Availability http://www.slideshare.net/ joannadfulbright </p>