flipped classroom for the 21st century
TRANSCRIPT
Flipped classroom for
the 21st centuryDr Paula Hodgson
Project Manager, General Education Office
Hong Kong Baptist University
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.
Outline
Flipped classroom: What it is
[flipped classroom, inverted classroom, flip
teaching, flipped teaching]
How to develop positive attitude towards active
discovery for learning
Teaching challenges in traditional teaching
Content
Too much to teach, ever expanding syllabus
Not enough time to organize interactivities in class
Mode of teaching: Lecturing
What is covered rather than what is learned
Limited opportunities for students to develop critical
thinking
Teaching challenges in traditional
teaching
Pre-class task
Students not doing reading
In-class
Students doing assignments [of other courses
particularly close to the end of a semester]
What is flipped classroom
‘The term "flipping" comes from the idea of swapping
homework for class work. Students typically are assigned
the video-watching for homework, freeing up class time
that used to be spent listening to lectures for hands-on
activities and application of knowledge, which used to
serve as homework.’
Education week ‘Educators evaluate flipped classroom’
Materials to work on at home
Watching video [5-10 min long]Building foundational knowledge
Exploring conceptions [induced curiosity in learning]
A variety of resources, worksheet, textbook excerpts
http://216.78.200.159/Documents/RandD/Education%20Week/Flipped%20Classrooms.pdf
Pre-class viewing: Initial discovery
experience Pre-class viewing
Based on watching the video, post a question to the forum in learning management system to be discussed in the class
Doing quiz [check understanding]
Flipped classroom in practice
Jonathan Bergmann & Aaron Sams
created videos of the lectures in
Chemistry and Advanced Placement
Chemistry classes in 2007
Before class
Students are required to
take notes on the videos
and come to class with one
thoughtful question to share
Student engagementGoing through a period of exploration,
‘guided’ inquiry-based learning before
attending the class
How do we engage students in the
contact hour?
Classroom practice
A Day in the Flipped Classroom [12.22
min]
http://www.youtube.com/watch?v=eGfu2
Nj4FCQ [starting 1.40~ 7min]
Flipping the classroom –
simply speaking [3.24 min]
http://www.youtube.com/watch?v=26
pxh_qMppE
Active learning in the classClarifying muddy concepts
Bringing questions with time index of the video
Student-generated questions [Exploring
problems with differentiated difficulties]
Problem solving in groups
Problem-solving strategies [metacognition]
Active learning in the classLearning in actions: Applying theories/principles in
cases/scenarios, including brainstorming ideas,
evaluating ideas, designing potential solutions
Technique
Think-pair-share
Teaching peers with jigsaw
Benefit of adopting flipped classroom
Encouraging an inquiry mind for learning
Meeting needs of learners with different learning styles
[providing multimodal environment with materials in text,
videos, photos and auditory resource]
Knowing students’ learning areas of interest [e.g.
questions posted] and conceptions of a topic [e.g. quiz]
before class
More time for active learning
More time to discuss complex concepts in class
Tips of adopting flipping classroom
It is NOT about “all or nothing”
What topic[s] to flip? Manageable by students
When to flip the classroom [dependent to
independent learning]? Mid-course
Using educational content that is already available on
the Web like YouTube EDU and Public Broadcasting
Service PBS
Extending [international] resources with local
cases/examples
Tips of adopting flipping classroom
Preparing short [3~5 minutes] videos
Orienting student expectations; encouraging their
own discovery
Providing recognition of active participation
Encouraging students to reflect / think how best they
learn and be aware of learning progress
Creating moments of learning curiosity
Creating lively/fun for learning
Enabling students to develop
independent learning/research skills
Promoting higher ordered thinking
Meeting different learning styles
Outcomes of adopting flipping
classroom
Students no longer complaining about the
pace [Teaching large classes PennStateU
Students performing better in
examinations [36.55~37.35]
[http://www.youtube.com/watch?v=bGEU8_QQtn0 [42min]
Implications
Fewer/No lectures [Standford
University; University of Wisconsin-
Madison]
Replacing lectures with more laboratory
work
References
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the
classroom: A gateway to creating an inclusive learning environment.
The Journal of Economic Education, 31(1), 30-43.
http://www.flipteaching.com/resources/Inverting-the-Classroom_-A-
Gateway-to-Creating-an-Inclusive-Learning-Environment.pdf
Gannod, G. C., Burge, J. E., & Helmick, M. T. (2008). Using the
inverted classroom to teach software engineering. Paper presented
at the Proceedings of the 30th international conference on Software
engineering.
https://mailserver.di.unipi.it/ricerca/proceedings/ICSE2008/icse/p777.pdf