flips, double flips and advanced flips: next steps in flipping the classroom · 2016-11-16 · what...
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Flips,doubleflipsandadvancedflips:nextstepsin
flippingtheclassroomDr FionaJ.L.Handley
CentreforLearningandTeaching
Whatisflippingtheclassroom?
• Apedagogicmodelwherethe“typicalclassroomandhomeworkelementsarereversed”(EDUCAUSE2012)
• “Flippedlearningisapedagogicalapproachinwhichdirectinstructionmovesfromthegrouplearningspacetotheindividuallearningspace,andtheresultinggroupspaceistransformedintoadynamic,interactivelearningenvironmentwheretheeducatorguidesstudentsastheyapplyconceptsandengagecreativelyinthesubjectmatter” (BergmannandSams 2014p.6takenfromwww.flippedlearning.org)
Lotsofvarietywithinthisconcept
• StartedinUSschools– originalflipwasvideosviewedathome,andthenhomework(e.g.answeringquestions)doneinclass• AbroaderconceptinHE– contentislookedatbeforesessions whichfreesuptimeformoreactivelearninginface-to-facesessions
• Whatitisnot:• Recordinglecturesforstudentstore-view• Makingvideosofallsessionstoflipentirecoursesinonego• Awaytoreduceface-to-facecontacttime(hopefully!)
TheUniversityofBrightonFlippingInitiative
• ApprovedbyBLSCandLTCinautumn2014
• Aimsweretoidentify:• TheimpactonstudentlearningasperceivedbythestudentsandindicatedbytheirlevelsofengagementbothonlineandF2F• Levelsofsupportrequired• Technologyrequirement• Timecommitment
Casestudies– atotalof7flips
• Education• BrightonBusinessSchool• BrightonLanguageInstitute• ArtDesignandMedia(Screenwriting)• ArtDesignandMedia(VisualCommunication)
6StepstoBlendedLearning
The6KeyStepstoBlendedLearningare:
1.Identifythelearningobjectives2.Lookatthecurriculumtodecidewhatisbestface-to-faceandwhatisbestonline3.Considertheintegrationandrelationshipbetweenface-to-faceandeLearning4.DevelopthemostappropriateeLearningactivitiestoachievethelearningobjectives5.Decidehowyouwillassesstheseactivities6.Choosethemostappropriatetechnology
ResultsoftheflipinitiativeFlip Facetoface
Studentswatchvideossourcedfromtheinternet(2examples)
1Discussionandposterpresentation2Studentsundertaketheskillsbasedtaskdemonstratedinthevideo
Studentsreadejournal articles(2examples)withanactivitye.g.addressingparticularquestions
1Nearpod interactivesessions,andgroupwork tocreateapresentation2Discussioningroupsapplyingtheorytocasestudy
Studentsreadonlinearticles,visitwebsitesandwatchvideos
StudentsvisitexhibitionsinLondonhavingchosenappropriateinformationtohelpthemengage.
Studentsdointernetresearchonavisitingspeaker
Speakerspendslesstimeonintroductionandmoretimeonquestionandanswersession
Studentswatchvideoscreatedbythetutor,andapplyskillstoasetreading,completingaform
Groupdiscussionontheform
Evaluation
• Thetimetakentosupportstaffwaslessthanenvisaged – 1hour• Mainsupportwasgivingadviceonface-to-facesessionse.g.startingwithseminargroupsratherthanbiglectures• Theaveragetimetakentocreatetheflipwasabout150minutes
Feedback- positive
• “Theyalltookthetimetowatchthevideoclips.Theyallengagedverypositivelyinthepostviewingtasksandthebrainstormingandmingleactivitiesduringclass”• “Studentsfedbackinstudent-staffmeetingthattheyreallyenjoyedit”
Improvementsfornexttime
• “Findwaysofengagingallstudentswiththecontentbeforethelesson,notallofthestudentslookedatthecontentbeforethelesson”.• “Ensuringthatstudentsfollowthelogicalprocessoflearningandnotshortcut/avoidmorechallengingelements…furtherexposuretoflippedlearningwouldhelp.”
Advantagesofflips…
• Updatesatraditionalteachingmodel• Makesgooduseoftechnology- newkindsofresources,accessibleanywhere,thatcollectlearninganalytics• Increasesstudents’‘timeontask’,attheirownpace• Makesbestuseoftutor’sskillsandknowledgeinface-to-facetime• Increasestimespentonactivelearning
Issues…
• Feedbackfromstudentscanbemixed• Studentsmaynotdooutofclassactivity,orturnuptoclass• Canbeinitiallytimeconsumingforstaff• Caninvolveabigchangeofroleforstaff:“controlfreaksneednotapply”BergmannandSams 2012- butneithershouldlastminuteplanners!• Verylittledirectempiricalresearchonhowitimprovesstudentlearning
Nextstepsinflipping– thedoubleflip
• Students’in-classactivityresultsinaproductthatformstheout-of-classactivity– creatinganotherflip
Nextstepsinflipping– thedoubleflip
Pre-sessionactivity
Outputfromin-classactivity
2nd pre-sessionactivity
In-classactivity
2nd in-classactivity…
Forexample
Studentswatchpresentationontheory
…andcreate4slidepresentationontheircasestudy
Online,studentslookatallcasestudies,andlookatpatternsbetweentheoriesandcasestudies.
Inclassgroupsapplytheorytocasestudies…
In-classactivitydiscussesthesepatterns
Nextstepsinflipping– advancedflips
• Formoreadvancedstudentstrytomakeevenmoretimeforreallyhighordercognitiveskillstotakeplaceinclass
Thetraditionalflip/sessiondivide
Flip
Session
Advancedflip1
StudentsreadaneJournal articlethendogroupworkviaadiscussionforumtoprepareapresentation
Insessioneachgroupdoes5minpresentation,thenclassdiscussestocreateoverviewpresentation
Advancedflip2
Studentswatchpresentationontheory
…andcreate4slidepresentationontheircasestudy
Online,studentslookatallcasestudies,andlookatpatternsbetweentheoriesandcasestudies.
Inclassgroupsapplytheorytocasestudies…
In-classactivitydiscussesthesePatternsandcreatesnewpresentationontheoryfornextyear’sstudentstoview
Insummary…
• Newrolesforstaff:• Usingnewtechnologies• Planningoverseveralsessions• Bettercommunication• Morefacilitation
• Newrolesforstudents:• Accessingdifferentresourcesindifferentways• Doingmorethings,insideandoutsidetheclassroom• Greaterunderstandingofhowtheylearn
• Challenging,butincreasessenseofcommunityandismoreinterestingforboth?
Interestedindoingaflip?
Wearelookingforstafftoparticipateinthenextphaseoftheflippedinitiative:• TotrialourAbsoluteBasicsmaterialsontheCLTResourceswebsite
• Totrysomeapproachesusingcontentcreatione.g.screencastsorlecturecapture• Totrialsomemoreadvancedflips
References
• Bergmann,J.andSams,A.2012FlipYourClassroom:Reacheverystudentineveryclasseveryday Arlington,VA:ISTE• Educause,2012,7Thingsyoushouldknowaboutflippedclassroomshttp://www.educause.edu/library/resources/7-things-you-should-know-about-flipped-classrooms• O’Flaherty,J.andCraig,P.2015TheFlippedClassroom:AScopingReview.InInternetandHigherEducation 25(2015)85-95