Designing the Flipped ClassroomDr. Kate Mastruserio ReynoldsMr. Travis WilsonQatar UniversityTESOL International Association Convention, Toronto, CanadaMarch 26, 2015

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Session ObjectivesParticipants will be able to

Describe the flipped classroomDiscuss the merits and effectiveness of flipped classesJustify flipping classes in terms of students’ learningArticulate design strategies necessary to flip a classOutline tactics to overcome implementation

issues/obstacles

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What is the Flipped Classroom?How do you envision the Flipped

Classroom? How does it work? How does it differ from the

traditional classroom environment?

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What is the Flipped Classroom?

(Bishop & Verleger, 2013)

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What is the Flipped Classroom?Video

https://www.youtube.com/watch?v=E_Z2UqRguGk

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How Effective are Flipped Classes on Facilitating Students’ Learning? Preliminary research show enhanced learning on

task performance and increase students’ and professor’s morale (Papdopoulos & Roman, 2010).

test scores (Moravec, Williams, Aguilar-Roca, O’Dowd, 2010). self-ratings of performance and engagement (Gannod, Burge & Helmick, 2008).

Warter-Perez & Dong’s (2012) research on faculty student interaction and active learning in the flipped classroom deepen learners’ comprehension in a Digital Engineering course.

In a comparative study of a flipped and traditional course taught by the same professor, Johnson & Renner (2012) show no significant difference in test scores. Talbert (n.d.) showed higher success on task performance in the flipped mode.

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Design Strategies for the Flipped Classroom1. Reimagine your syllabus in terms of weekly learning flow2. Require content interaction, or class preparation activities,

prior to class meetings3. Use your class management system for previewing and

reviewing4. Devise in-classes interactive tasks5. Employ mini lectures for clarification of difficult concepts or

for conceptual reinforcement6. Develop and acquire materials for in-class task use (i.e.,

manipulatives, class sets of readings, videos, visuals, data sets, authentic material for analysis/critique, etc.)

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Design Strategies for the Flipped Classroom1. Reimagine your

syllabus in terms of weekly learning flow

Rethink Space and Time: https://www.youtube.com/watch?v=BfsLbGgUMDU

Understanding by Design: http://www.youtube.com/watch?v=xk_YFgwR6pE

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Setting Up the FlipShare expectations with students

Preparation for class: Reading and writing assignments and other assigned activities must be completed prior to the first class meeting of the week.

You are expected to actively participate in all classes. Your participation is expected to indicate that you have done the readings and that you are applying the new ideas to your thinking.

Convince students this is an appropriate instructional approach/strategy.

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Setting Up the FlipTrain your learners to be successful in this new format

Learning occurs best when people share their understandings, describe and negotiate the various aspects of those understandings, correct misunderstandings, and make new connections between ideas.

Teachers cannot enter the brains of their learners to view understandings, needs, ideas, etc. I need and want to hear your voices! Please help me to help you by asking questions, sharing comments, etc.

The way that I can best serve as a learning guide for you is to engage in topic-focused discussions based on the readings, your experiences, my experiences, materials, etc. Therefore, I have designed a course for you that allows you to read, process information, think, share, reprocess information, practice, correct misunderstandings, think, talk, etc. prior to assessments.

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Design Strategies for the Flipped Classroom2. Require content interaction,

class preparation activities, prior to class meetings through

prereading and rereading of texts or associated readings;

watching videos; listening to podcasts discussions on a class

management system (Blackboard, Desire to Learn (D2L), or Edmodo)

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Developing Materials: Setting Up the Flip

https://www.youtube.com/watch?v=IjUtSvGvB-0

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Setting Up the FlipBuild in accountability

Reflect on the content of the readings through written comments and questions on class management system. Discussion comments should be thoughtful responses to the readings and discussion questions posted by peers; they are not to be summaries of the readings, nor theses on the topic.

Please be reflective in order to create a class dialogue about what we are reading.

Respond to 2 peers’ comments each week. Please see the rubric for electronic discussion standards of performance and grading criteria. You will receive points for the quantity and quantity of your responses and their thoughtfulness.

Important questions that arise from your discussion may become a focus for further classroom elaboration. Submit your reading response 24 hours prior to the first class meeting of each week and then respond to others’ comments intermittently throughout the week; readings are listed by date due in the attached schedule.

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Design Strategies for the Flipped Classroom: More on the Use of Discussion Boards Discussion Boards parameters for

ELLs Rely on learners’ background

knowledge, common knowledge and background learning

Reading Responses and ReactionsLengthDepthGrading/ ChecklistTimeliness

Sentence Frames I think…, because….This connects toMy opinion is I agree/disagree I like/dislike I find this interesting, because…

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Design Strategies for the Flipped Classroom3. Use your class

management system for previewing learners’ content comprehension in their discussions prior to meetings and following up with learners after meetings

Helps guide lesson planning!

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Design Strategies for the Flipped Classroom4. Devise in-classes interactive tasks

Ranking tasks GamesValues clarifications DiscussionsCalculations Simulations/Re-

enactmentJustifications AnalysisCritiques Role playJigsaw Problem solvingStory creation Illustration/Design

Rethink your use of the textbook.

Bloom's Ranking of Higher Order Thinking SkillsLow to High

KnowledgeList Name Identify Show Define Recognize Recall State Visualize

ComprehensionSummarize Explain Interpret Describe Compare Paraphrase Differentiate

Demonstrate Classify Application

Solve Illustrate Calculate Use Interpret Relate Manipulate Apply Modify Analysis

Analyze Organize Deduce Contrast Compare Distinguish Discuss Plan Devise

SynthesisDesign Hypothesize Support Schematize Write Report Justify

Evaluation Evaluate Choose Estimate Judge Defend Criticize

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive Domain.New York: David McKay Company.

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Design Strategies for the Flipped Classroom5. Employ mini lectures for

clarification of difficult concepts or for conceptual reinforcement

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Design Strategies for the Flipped Classroom6. Develop and acquire

materials for in-class task use (i.e., manupulatives, class sets of readings, videos, visuals, data sets, authentic material for analysis/critique, etc.)

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Challenges with Flipping Tips for overcoming challenges with the

flipping http

://www.youtube.com/watch?v=4JPdGlyt6gg

Students do not complete the pre-meeting work http://www.youtube.com/watch?v=

g1MKpyVPilI Noisy Classes:

http://www.youtube.com/watch?v=u086rr7SRso

http://www.youtube.com/watch?v=gsJ2-gLtSgY

Learners who don’t like learning like this… “You’re not teaching us!”

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What changes will you make to your teaching as a result of this session?

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ConclusionThank you for your attendance and participation.

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References Arfstrom, K. M., & Network, P. D. F. L. A WHITE PAPER BASED ON THE LITERATURE REVIEW TITLED A REVIEW OF FLIPPED LEARNING. Arnold-Garza, S. (2014). The flipped classroom Assessing an innovative teaching model for effective and engaging library

instruction. College & Research Libraries News, 75(1), 10-13. Ash, K. (2012). Educators Evaluate'Flipped Classrooms'. Education Week, 32, s6-8. Bergmann, J., & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94(2), 25-25. Berrett, D. (2012). How 'flipping' the classroom can improve the traditional lecture. The Chronicle of Higher Ed, Retrieved from

http://chronicle.com/article/How-Flipping-the-Classroom/130857/ Bishop, J.L., & Verleger, M.A. (2013). The flipped classroom: A survey of the research. (#6219) In ASEE National Conference

Proceedings, Atlanta, GA. Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20-24. Gannod, G., Burge, J., & Helmick, M. (2008). Using the inverted classroom to teach software engineering. In W. Schäfer, M.B. Dwyer, &

V. Gruhn (Eds.), ICSE ‘08: Proceedings of the 30th International Conference on Software Engineering (pp. 777-786). Leipsig, Germany. McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., ME, L. M. G., Esserman, D. A., & Mumper, R. J. (2014). The flipped

classroom: a course redesign to foster learning and engagement in a health professions school. Acad Med, 89, 00-00. Moravec, M., Williams, A., Aguilar-Roca, N., & O’Dowd, D.K. (2010). Learn before lecture: A strategy that improves learning outcomes

in a large introductory biology class. CBE Life Sci Educ 9, 473-480. DOI: 10-1187/cbe.10 Papdapoulos, C., & Roman, A.S. (2010). Implementing an inverted classroom model in engineering statistics: Initial results. American

Society for Engineering Statistics. Proceedings of the 40th ASEE/IEEE Frontiers in Education Conference, Washington, DC, October 2010. Ray, B. B., & Powell, A. (2014). Preparing to Teach with Flipped Classroom in Teacher Preparation Programs. Promoting Active Learning

Through the Flipped Classroom Model, 1. Talbert, R. (n.d.) Inverting the linear algebra classroom. Submitted for publication. Talley, C. P., & Scherer, S. (2013). The Enhanced Flipped Classroom: Increasing Academic Performance with Student-recorded Lectures

and Practice Testing in a" Flipped" STEM Course. The Journal of Negro Education, 82(3), 339-347. Warter-Perez, N. & Dong, J. (April 2012). Flipping the classroom: How to embed inquiry and design projects into a digital engineering

lecture. Paper presented at ASEE PSW Section Conference, California Polytechnic State University, San Luis Obispo. Zimmaro, D., Corliss, S. B., & Ebbeler, J. (2013). Using Lecture Capture to Create a Blended Learning Experience: Investigating Student

Learning in a Flipped, Large Enrollment Course. Echo360.