Flipping the ClassroomDr Sharon Gedye

Educational Development

By the end of this session you will have:

• Identified what flipping looks like

• Expressed the benefits of flipping for student learning

• Critiqued flipping practice – what is good practice? Where are the problem areas?

• Considered how the various DigiThings may fit into a flipped classroom framework

• Developed some initial ideas as to where and how they might flip their teaching

What is flipping?

What is Flipping?

• Homework is done first• Sessions concentrate on personalising learning

and making it more active (various formats, problems, discussion etc)

• Less time talking at students, more time talking with them (Sage on the stage to guide on the side. Teaching is NOT declaiming)

• Harnessing technology to open up flexibility of access

• Different exponents display different approaches

Flipping and DigiThings

• Blogs• Powerpoint• Mindmaps• Collaborative presentation

(Prezi and Emaze)• Curation tools (e.g• Inforgraphics• Graphic presentation

Think about how the tools fit into pedagogic design

Benefits and Challenges

Benefits/Problems

Benefits• Helps students structure learning• Fosters independence – life-long learners• Pedagogic rationale (constructivist, generation /

technology)• Teaching session interactive• Improves interest

– Facilitator – Greater interaction and better understanding of students

– Student – learning more accessible and fun

• Helps you to assess student learning• Student satisfaction?

Benefits/Problems

Benefits• Facilitates students individual pace by extension

activities and ability to revisit difficult concepts• Depersonalises – reduces embarassment in asking

questions• Improves creativity – allows freedom for interpretation• Engages every student with material• Facilitators think about content more• Students more aware of their understanding• Allows sessions to be scaffolded.

Benefits/Problems

Problems• Lack of skills / experience to implement• Cost (time / money)?• Student resistence• Poor design / management• Risk students don’t do any prep• Facilitator needs to be flexible in approach to the session• Students that dominate and those that don’t participate• Preparation time (staff and students)• Over use of flipping• Students need time to adjust to new technique• More work for the teacher

Break

• http://www.youtube.com/watch?v=tn1DLFnbGOo

Interesting questions

• Is it appropriate to flip? Can all sessions be flipped?

• Don’t just go online: If I wanted an online education I wouldn’t have come to university’ – what do you do in class to supplement this? (Bergmann et al list of ‘what flipping is not’ is useful here)

• What advice did your reading show in terms of practice? (Mazur provides good insight into issues and developments he encountered)

How might you use digital technology in a flipped classroom framework?

• How might we design/support the pre-session work?

• How might we design / support in class?

• How might we design / support post-class?

• What technology might be used to support flipping?

What might good practice look like?

The Flipped Class: What Does a Good One Look Like? by Brian Bennett, Jason Kern, April Gudenrath and Philip McIntosh http://www.thedailyriff.com/articles/the-flipped-class-what-does-a-good-one-look-like-692.php

• Discussions led by students, outside content is brought in and expanded.

• Discussions typically reach higher orders of critical thinking.• Collaborative work is fluid, students shift between simultaneous

discussions depending on needs / interests.• Content is given context - relates to real-world scenarios.• Students challenge one another during class on content.• Student-led tutoring and collaborative learning may form

spontaneously. • Students take ownership of the material and use their knowledge to

lead one another without prompting from the teacher.• Students ask exploratory questions, freedom to delve beyond core

curriculum.• Students are actively engaged in problem solving and critical thinking

that reaches beyond the traditional scope of the course.• Students are transforming from passive listeners to active learners.

Plan to Flip

• What module / part of a module might you flip?

• What will you need to create? What can you re-purpose?

• What can you make use of that already exists?

• Resources: Whatever, Whenever, Wherever (WWW) – maximise and suit different uses

• Do you need to re-look at your learning outcomes?

• How will you spend class time?• CPD – what further

support/training might you need?

CPD

Teaching approaches• PBL• Large group teaching

techniques• Peer assisted learning• Case-based learning

TEL• Powerpoints, Prezi, Emaze• Vodcasts/podcasts/screen capture – e.g.

audacity, advanced ppt training. • Blogs• Xerte (creates learning objects and can

build in tests)• Mindmaps• Curation tools (Scoop It, Pinterest, Storify)• I TunesU, YouTube• Questionmark perception – for ongoing

testing• Online learning platforms – discussion

boards etc Moodle• Smart board training – good for

supporting PBL

http://www.newberry.org/professional-development-programs-teachers

By the end of this session you will have:

• Identified what flipping looks like

• Expressed the benefits of flipping for student learning

• Critiqued flipping practice – what is good practice? Where are the problem areas?

• Considered how the various DigiThings may fit into a flipped classroom framework

• Developed some initial ideas as to where and how they might flip their teaching