flipped classworkshop
TRANSCRIPT
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FLIPPING THE CLASSROOMDay-Long Workshop
Celine Latulipe (with Bruce Long and Stephen MacNeil)
Thursday, July 2, 15
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AGENDA
9am Intro
9:15-10am Moodle Setup for Flipped Classrooms
10-11am Sourcing/Creating/Distributing Video
11am- noon - Presentation/Discussion on Learning Taxonomies
12-12:30 Forcing Functions Design (moodle homework quizzes)
12:30-1:30pm Working Lunch (lunch will be provided, in a different room)
1:30-2:30pm Active Learning (clicker quiz demo)
2:30-3:30pm Structuring the Social Interaction (lightweight teams) and Gamification
3:30-4pm Grading Schemes and other miscellany
4:00-4:30pm Final wrap-up/questions
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INTRO - FLIPPING THE CLASS:
Requires significant up-front effort and careful design
Can be done in stages for a pre-existing course
Works best when combined with concrete social structuring
Requires constant meta-education for students (explaining to them WHY we are teaching this way)
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INTRO - FLIPPING THE CLASS:
Is based on sound pedagogical research
Allows students to learn and engage actively
Helps students take control of their own education
Promotes social/peer learning, practice soft skilss
Forces students to work harder (and thus learn more)
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FLIPPING POINTS
Structure of work week
Sourcing videos/materials for out of class consumption
Designing active learning activities
Structuring the Social Interaction
Setting up assessment structures that focus on learning
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MOODLE
The flipped classroom structure is often unfamiliar to students, who are used to not thinking too much before they come to class
Moodle has many features that can help you provide the structure students need to lead them through the work
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USE LABELS TO STRUCTURE THE WORK WEEK:
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MOODLE STRUCTURING FEATURES
Use labels, with consistent colors, to separate the types of activities
Put these labels in the order you want students to complete the activities
Make it very clear what has to be done each week, and by what day/time
Use completion tracking features
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MOODLE COMPLETION TRACKING
This has to be turned on in the general Settings for your course:
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MOODLE COMPLETION TRACKING
Dotted checkboxes are for items that can be checked by Moodle (going to the video page or completing the quiz)
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MOODLE COMPLETION TRACKING
Solid checkboxes are for items that the student manually checks off (doing the textbook reading)
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MOODLE COMPLETION TRACKING
Note the dependencies on the quiz: students must have 3 previous boxes checked in order to get access to quiz
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STRUCTURE
Demo setting up activity completion in Moodle
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VIDEOS
3 Issues to consider:
Sourcing: create the video vs. curate existing videos from the web
Distributing: where to host the videos
Engagement: how to enhace active, rather than passive, consumption of video
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VIDEOS
Create your own:
Use Quicktime on Macs to record yourself talking over a slide deck
Use ShowMe on an iPad to record whiteboard presentation
Record yourself demonstrating something (not on a computer)
Other options also exist
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VIDEO CREATION
Quicktime-PPT/Programming demo
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VIDEO CREATION
ShowMe demo
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VIDEOS
Curate the videos from other sources:
Find them on YouTube/Vimeo
Find them on educational sites like ShowMe, Lynda.com tutorials, Khan Academy
Wrap your course around existing online course such as MOOCs
Hint: this is a great undergraduate project for credit
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VIDEOS
Distributing:
Put them on Moodle (worst idea)
Put them on YouTube (sharing is nice!)
Put them on Video Collaboratory (active engagement possible through annotation)
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VIDEO DISTRIBUTION
Demo video collaboratory
Allows for annotation, prompting students to add examples or thoughts
Can ask students to annotate video with quiz questions that test content understanding
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LEARNING TAXONOMIES
Stephen MacNeil will present Bloom’s Taxonomy and how it might help us think about structuring active learning activities
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FORCING FUNCTIONS
How do you make sure students do the prep work?
Implicit forcing function: team activities and pair programming in labs provide social pressure to come prepared
Explicit forcing function: some type of homework quiz (either to be done before coming to class, such as on Moodle) or when they first get to class
Homework quiz needs to count towards final grade
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FORCING FUNCTIONS
Bruce will discuss/demo creating quizzes
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SOCIAL STRUCTURE
Doing active learning activities in a large class without breaking students up into groups is not going to be very useful
Learning works best when students actively discuss material with others - the exposure to multiple perspectives and ways of knowing allows them to create synapses that link the material to existing content in their brains in deeper and more complex ways
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SOCIAL STRUCTURE
By creating a social learning environment you get other benefits too:
Students learn how to communicate with others about and practice the vocabulary of the domain
By teaching others, students reinforce their own knowledge
By connecting with others, students begin to feel more connected/embedded in their community
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SOCIAL STRUCTURE: HOW?
Large classes with students doing active learning activities individually really don’t work (students can too easily hide and not participate), you have to break students into smaller groups
For intro (freshman/sophomore) classes, group formation causes a lot of social anxiety - better to do it for them
Having groups stick together for awhile helps students form deeper social bonds
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SOCIAL STRUCTURE
Lightweight Teams:
Good for freshman/sophomore classes where there is significant social anxiety
Teams stick together all semester long and have assigned seating
There are no high-stakes activities where a poorly performing team-mate could negatively impact a student’s grade
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TEAM FORMATION
Let Moodle do the work and create teams randomly for you
Let students pick team names within a theme
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TEAM FORMATION
Moodle can create groups based on how many groups you want, or how many team members you want per group
You can then make adjustments and tweak the teams (for example, in ITIS 1212, we ensure that we don’t have any teams with just one female)
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MAKING USE OF GROUPS
For clicker quizzes, allow students to talk with group members before answering
For other active learning activities, try to do things that are on paper, rather than on a computer, tends to get more people involved
Use Moodle’s journal feature to allow team members to add course notes to Moodle, set the group function on, and team members will be able to share notes
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ACTIVE LEARNING ACTIVITIES
Finding activities that are not using computers is good
Physical manipulation of objects gets students up and active and helps keep students awake and engaged
Clicker quizzes (or Socrative, etc.) can form a great backbone/anchor to an active learning classroom
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CLICKER QUIZZES
Think about the clicker quizzes as a learning activitiy instead of an assessment activity
Make it worth only a small portion of the grade
Let students discuss before they answer (it is this active discussion of difficult concepts that helps students learn and connect new concepts to facts/concepts they already know)
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CLICKER QUIZZES
Mechanics:
Create quizzes in Turning Point software (warning - it is kind of awful)
Can also embed into PowerPoints (on certain systems)
Quiz results can be uploaded directly to Moodle
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CLICKER QUIZZES
Mechanics:
You can set attendance policy so that students have to answer at least half the questions in order to be counted as present
You can repoll questions
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CLICKER QUIZZES
Demo:
Creating/editing a quiz question in Turning Point
Polling
Showing the chart of results
Repolling
Showing the answer
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GAMIFICATION
Using Moodle’s built-in stamps features allows you to reward students for putting extra effort into the class
Create a very weak tie to grades (1% extra final point for every 10 stamps earned)
Be consistent about giving stamps (let a TA handle it?)
CTL can generate a weekly leaderboard that shows which team has generated the most stamps
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STAMPS
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STAMPS
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LEADERBOARD
The leaderboard shows which team has collectively earned the most stamps so far
Create a semester long tournament with candy bar prizes at the end
This serves to encourage students to encourage their teammates to put in more effort
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GRADING SCHEMES
Philosophy: If the goal is learning (rather than weeding out students who aren’t good at traditional school testing), then we should be aiming to give students lots of opportunities to practice skills and demonstrate understanding
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GRADING SCHEME
Test taking (the act of recall) is shown to improve long-term retention of material
Explain this to students!
Create more frequent, smaller stakes tests, rather than big, high-stakes exams
In 1212/1213 we allow students to retake a test mid-semester (test 1 or 2) and again at the end of the semester (test 3 or 4), as long as they have no unexcused absenses
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GRADING SCHEME
Strict attendance policies make sense in flipped classes
As long as the learning is all active, students don’t seem to resent this
This also ties into the social structure - if a teammate doesn’t show up, it detracts from learning
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GRADING SCHEME
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MISCELLANEOUS
Collect detailed feedback on Moodle using the feedback activity
Limit out of class communication channels to Moodle forum
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