Flipping Classroom: A TEDU Experince

Jülide Yıldırım

Flipped Classroom is one of many methods that are used to encourage an active learning environment.

• A greater focus on concept exploration, meaning making and

demonstration or application of knowledge in the face-to-face setting

http://www.uq.edu.au/tediteach/flipped-classroom/what-is-fc.html

Diagram 1: Learning opportunities of the flipped classroom (adapted from Gerstein)

Resources and Case Studies

• Please visit

• http://www.uq.edu.au/tediteach/flipped-

classroom/case-studies.html

• http://www.flippedclassroom.com/

• http://www.knewton.com/flipped-classroom/

• http://www.uq.edu.au/tediteach/flipped-

classroom/what-is-fc.html

Case 1: TEDU Economics II

Experience • Sent an e-mail to all Econ 102 students, after explaining the exercise.

• My Dear Students for the flipping classroom exercise, attached find the presentation. But it does not replace your textbook.

• Additionally below find the links for the relevant material.

• See you on the flipping classroom exercise on 13th March 2014 Thursday.

• Unemployment :

• http://www.khanacademy.org/economics-finance-domain/core-finance/current-economics/unemployment-tutorial/v/unemployment

• Inflation

• http://www.khanacademy.org/economics-finance-domain/core-finance/inflation-tutorial/inflation-basics-tutorial/v/inflation-overview

• http://www.khanacademy.org/economics-finance-domain/core-finance/inflation-tutorial/inflation-basics-tutorial/v/what-is-inflation

• http://www.khanacademy.org/economics-finance-domain/core-finance/inflation-tutorial/inflation-basics-tutorial/v/inflation-data

• http://www.khanacademy.org/economics-finance-domain/core-finance/inflation-tutorial/inflation-basics-tutorial/v/cpi-index

TEDU Economics II Experience

• On flipping classroom day,

• Students first took a 25 questions multiple

choice quiz

• The questions were chosen from the textbook

question bank

• The questions varied in difficulty

• But it was easy for any student who had read

the textbook

TEDU Economics II Experience • After the students completed the quiz, I asked

them if they had any difficulty understanding

the concepts,

• If they would like to discuss the problems they

had

• They wanted me to summarize the chapter

• While I tried to integrate them to have an active

learning environment, I realized that only a

handful of them actually read the material.

• The quiz results were also disappointing

• 50 students attended on the Flipping

Classroom exercise day

• Two sections’ averages are 39.11 and 45.30

over 100.

Case 2: TEDU Economics I

Experience • Sent an e-mail to all Econ 101 students, after explaining the exercise.

• Dear Students

• On 22th November 2016 we will have a flipped classroom activity.

• We will cover the topic “The Responsiveness of Demand and Supply” in flipped classroom framework. Below you may find the relevant material, in addition to Chapter 6 of your textbook.

• The exercise requires you to read, understand the topic by yourselves ouside of the classroom. You may study alone or you may study with your friends. Resources

• Chapter 6 The Responsiveness of Demand and Supply in Hubbard, R. G. and A. O’Brien, Economics. 4th Edition, Pearson Prentice Hall Press, New York, 2011.

• Economics Tutorial: Calculating Elasticity of Demand and Supply https://www.youtube.com/watch?v=5UKw4blQdsc

• Elasticity: The Responsiveness of Demand and Supply https://www.youtube.com/watch?v=UYmujuJkzSo

•

• What is elasticity? https://www.youtube.com/watch?v=HHcblIxiAAk

• Total revenue and elasticity relationship

• https://www.youtube.com/watch?v=HHcblIxiAAk&t=68s

• https://www.youtube.com/watch?v=-b7xlINQ-zg

• The quiz results were again disappointing

• 28 students attended on the Flipping

Classroom exercise day

• The average was 30 over 100.

• Only one student answered all questions

correctly.

Why Fail?

• Reason #1 Not targeting students’ attention

• Neglecting to adequately target students’

attention to the things they need to perform

well

• People only learn and retain what they

pay attention to and think about.

https://blog.peerinstruction.net/2016/02/08/why-flipped-classrooms-fail/

• These targets are known as learning outcomes or

goals.

• We tend to list learning outcomes on our syllabi

and consider them when we write assessments.

• We direct students’ attention to content by giving

them assignments,

• Then revisit the topic only once through a test

question or essay assignment.

The most powerful way to direct

students’ attention

Assessment?

• Test-based learning, also known retrieval practice, can be better way to direct students’ attention

• Feedback enhances the testing effect

• The trick is to ask them questions that require retrieval of the key concepts that constitute your learning outcomes.

• Testing, which is commonly conceptualized as an assessment tool, can be used as a learning tool as well

Retrival Practice • Aristotle wrote that ‘Exercise in repeatedly recalling a thing strengthens the

memory.’

• Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in cognitive sciences, 15(1), 20-27.

• Iii, H. L. R., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention.

• McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19(4-5), 494-513.

• Lyle, K. B., & Crawford, N. A. (2011). Retrieving essential material at the end of lectures improves performance on statistics exams. Teaching of Psychology, 38(2), 94-97.

• Larsen, D. P., Butler, A. C., & Roediger III, H. L. (2009). Repeated testing improves long‐term retention relative to repeated study: a randomised controlled trial. Medical education, 43(12), 1174-1181.

• Larsen, D. P., Butler, A. C., Aung, W. Y., Corboy, J. R., Friedman, D. I., & Sperling, M. R. (2015). The effects of test-enhanced learning on long-term retention in AAN annual meeting courses. Neurology, 84(7), 748-754.

External Stimulus ? • Boredom is a significant issue in higher

education

• A positive relationship between boredom and attentional problems

• Boredom is negatively related to motivation to learn, processing of information, and memory

• A strong association between boredom and cognitive-based mistakes

• A negative relationship exists between boredom and academic performance

External Stimulus ?

• However, boredom involves motivational, cognitive, and physiological factors that are difficult to define and measure

• External stimulus as a prevalent teaching strategy

A hook, trigger, attention getter/grabber, or anticipatory set

• These external stimuli capture students’ attention by touting the ability to increase arousal (decrease boredom), focus attention, and enhance learning and memory

External Stimulus

• Arousal theory - Curiosity

• Attention

• Learning and Memory

• Humor and Multi-media.

External Stimulus

• Rosegard, E., & Wilson, J. (2013). Capturing students' attention: An empirical student. Journal of the Scholarship of Teaching and Learning, 13(5), 1-20.

• Goodboy, A. K., Booth-Butterfield, M., Bolkan, S., & Griffin, D. J. (2015). The Role of Instructor Humor and Students’ Educational Orientations inStudent Learning, Extra Effort, Participation, and Out-of-Class Communication. Communication Quarterly, 63(1), 44-61.

Overall

• Even though it was disappointing at first, I

think that Flipping Classroom method can be

helpful.

• But we need an efficent way to make sure that

the students do their part of the work.

• Any suggestions?