Flipping the Classroom

http://bit.ly/flip-loop

Dr. Mark MortonJane Holbrook

Centre for Teaching Excellence

Our plan for this morning:

• Engage you in a flipped class experience• Identify what makes a class a “flipped” class• Discuss the advantages and challenges of teaching a

flipped class • Design a flipped class experience and identify

technologies, in class learning activities and assessments that could be used

• Identify which concepts might be taught more effectively in a flipped class in one of your courses

Mark’s video

http://youtu.be/k6M3VqxFVOI

http://youtu.be/26pxh_qMppE

What is a “Flipped Classroom”?

Why might we want to do this?

Discuss the advantages and challenges of teaching a flipped class with three other people.

Model Flipped Class Stages and Considerations

• Set the stage for learning by introducing the out of class task• Communicate clear expectations such as why you want them to do it, how long it will take and importance of preparation for in-class activity• Consider appropriate time commitment and degree of challenge for the students

Introduce TaskMotivation

Screencasting Tools• Refer to the list Mark compiled on this

CTE Teaching Tip Sheet.

Design a flipped classUse the handout that Mark and Jane will

distribute during the workshop as a template.

Final words• Start small – flip a couple classes to start• Make the learning meaningful

Other Resources• “The Flipped Class Revealed”. http://

www.thedailyriff.com/articles/the-flipped-class-what-does-a-good-one-look-like-692.php• “7 Things You Need to Know about Flipping the Classroom.” A white paper from Information Technology Services at Penn

State University. http://tlt.its.psu.edu/files/2011/09/2011-Flipping-the-Classroom.pdf • “How Flipping the Classroom Can Improve the Traditional Lecture.” Dan Berret. Chronicle of Higher Education.

http://chronicle.com/article/How-Flipping-the-Classroom/130857/ (this link only works if you are on a uWaterloo network).• “Exploding the Lecture.” Steve Kolowich. Inside Higher Ed. http://

www.insidehighered.com/news/2011/11/15/professor-tries-improving-lectures-removing-them-class • Many amazing resources on flipped classroom strategies from the “Turn to Your Neighbour - Peer Instruction Blog.”

http://blog.peerinstruction.net/?s=flipped , especially see the “7 Myths” http://blog.peerinstruction.net/7-myths-about-the-flipped-classroom-debunked/

• “Let's Use Video to Reinvent Education.” Salman Khan (the founder of the Khan Academy). A 20-minute video of a Ted Talk. http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html

• “Five Best Practices for the Flipped Classroom.” Andrew Miller. Edutopia. http://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller

• “Flipping for Beginners.” Dave Saltman. Harvard Education Letter. http://www.hepg.org/hel/article/517#home • “Confessions of a Converted Lecturer.” Eric Mazur. A 5-minute YouTube video. http://youtu.be/hbBz9J-xVxE • “Flipped Training Introduction” by Katie Gimbar. A three-minute YouTube video : http://youtu.be/_6Z_77fSjGo • “How do you do make your videos?” by Katie Gimbar. http://youtu.be/Icn8kMoH28Y • Derek Bruff's blog on "Flipping Out". http://derekbruff.org/?p=2108 • “Flipping a Class” University of Texas - http://ctl.utexas.edu/ctl/node/320

• Students involved in more than listening• Less emphasis placed on transmitting information , more on developing

students’ skills• Students are involved in higher-order thinking (analysis, synthesis,

evaluation)• Students are engaged in activities (e.g reading, discussion, writing,

presenting)• Greater emphasis placed on students’ exploration of their own attitudes

and values

Active Learning

Bomwell and Eisen (1991) Active Learning : Creating excitement in the classroom p2.

One must learn by doing the thing, for though you think you know it-- you have nocertainty until you try.

(Sophocles, 5th c. B.C.)

Considerations/potential challenges when decided to Flip

• Strategies need to be devised to ensure students actual ingest content outside class

- online pre-class assessment to assess concept understanding- in class low stakes quiz to ensure preparation- in class activity that requires preparation

• Don’t re-lecture: if students come to class unprepared move forward anyway• May need to decrease content• Challenge of large class (not all active learning strategies feasible)• Students resist change from lecture approach (lecture easy for them)• It is hard not to lecture! Time/effort required to rethink and prepare both

pre-class and in-class activities• Thoughtful consideration of technology (tool, content, format)

• What else?

Recent Science:Deslauriers et al., (2011) Improved learning in a large-enrollment Physics Class. Science 332, 862-864Tsaushu et al., (2012) Peer learning and support of technology in an undergraduate biology course to enhance deep learning. CBE – Life Sciences Education 11, 402-412Haak et al., (2011) Increased structure and active learning reduce the achievement gap in introductory biology. Science 332, 1213-1216Crouch and Mazur (2001) Peer instruction: ten years of experience and results. Am. J. Physics 69, 970-976*Andrews et al., (2011) Active learning not associated with student learning in a random sample of college biology courses. CBE – Life Sciences Education 10, 394-405

Evidence that active learning worksClassics: Hake, (1998) Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. Am J Phys. 66, 64–74.Prince, (2004) Does Active Learning Work? A Review of the Research. J of Eng Edu, 93, 223-231.