small*flics*to*big*flips* - event schedule &...
TRANSCRIPT
Taylor'Ins+tute'for'Teaching'and'Learning Educa&onal*Development*Unit*
'&'Faculty'of'Science
Small*FLICS*to*Big*Flips*
A*step*by*step*guide*to*flipping*your*
classroom*
Patrick*Kelly*&*Isabelle*BarreDeENg*
Outcomes*
• Conceptualize*how*flipped*learning*can*be*structured*
• Create*a*FLIC*for*a*lesson*• Discuss*strategies*to*implement*flipped*
learning*in*your*own*classroom*
Defini&on*
Flipped*Learning*is*a*pedagogical*framework*to*
facilitate*meaningful*student*learning*experiences*
using*ac&ve*learning*strategies.*A*Flipped*classroom*
has*online*interac&ve*instruc&on,*content*
explora&on*and*student*collabora&on,*while*the*
classroom*space*is*transformed*into*a*interac&ve*
learning*environment*where*the*students*work*
together*and*with*the*instructor*to*apply*their*
knowledge*and*test*their*assump&ons.*
*Adapted*from*Flipped*Learning*Network,**
hDp://www.flippedlearning.org/domain/46*
What*is*FLICS?*
Flipped*LearningECentered*Interac&ve*
Classroom*Strategy*
*
A"sequen(al"model"to"plan"and"create"microflips"or"classroom"(flipped"learning)"*
Based*on*7*principles*of*teaching*and*learning*
(Chickering*&*Gamson,*1987)*
*
Literature*Review*
• Content*becomes*more*easily*accessed*and*controlled*
by*the*student*(Gerstein,*2012;*MoffeD,*2014)*
• Evidence*that*flipped*learning*as*a*posi&ve*impact*on*
student*learning*(Tune,*Sturek,*&*Basile,*2013;*Herreid*
&*Schiller,*2013;*Gilboy,*Heinerichs,*&*Pazzaglia,*2014)*
• Start*small*by*selec&ng*one*lesson*(Steed,*2012)*
• Facilitates*mastery*learning*(Bergmann*&*Sams,*2012)*
• Students*become*more*open*to*coopera&ve*and*
innova&ve*teaching*strategies*(Strayer,*2010)*
• Deep*learning*requires*effort*and*can*be*frustra&ng*for*both*students*and*instructor*at*first*(Persellin*&*
Daniels,*2014)*
*
Gerstein,*J.*Retrieved*from*hDp://usergeneratededuca&on.wordpress.com/
2012/05/15/flippedEclassroomEtheEfullEpictureEforEhigherEeduca&on/*
Ini&al*Thoughts?*
• What*are*your*ini&al*thoughts*about*flipped*
learning?*
– Concerns*– Benefits*– Ques&ons*
FLOW*
Feedback(
Outcome*
Assessment*
Tradi&onal*Class*
Out*of*Class*
Classroom*
Content* Applica&on* Engagement*
Try(Things(
Discuss(
Read(
Lecture(
Group(work(
Make(meaning(
Reflect(
Outcome*
Assessment*
Content*
Applica&on*
Engagement*
FLICS*
Online*
Classroom*
Feedback(
Try(Things(
Discuss(
Read(
Lecture(
Group(work(
Make(meaning(
Reflect(
Instruc(–((?ons(
Videos(
Outcome*
Assessment*
Lecture(
Prac?ce(ques?ons(and(quiz(
Content*
Applica&on*
Engagement*
An*example*from*BCEM*393*
Online*
Classroom*
FLIC*1* FLIC*2* FLIC*3* FLIC*..*
Linking*FLICS*
*
Course(*
Outcome*
Assessment*
Content*
Applica&on*
Engagement*
Planning*a*FLIC*
Online*
Classroom*
Ques&on*
• If*you*were*a*student*in*a*flipped*course,*what*aspects*of*an*online*video/podcast*would*you*
appreciate?*
Online*Content*
• 5E10*minutes*
• Focus*on*1*main*concept/topic*
• Can*also*use*readings*• Include*promp&ng*ques&ons*
Ques&on*
• What*online*ac&vi&es*could*be*completed*
before*coming*to*class?*
Online*Ac&vi&es*
• View*podcasts*• Complete*short*quiz*
• Take*part*in*online*discussions*• Simula&ons*
• Think*about*ques&ons*that*will*be*addressed*in*class*
Ac&vity*
• What*are*the*characteris&cs*of*an*inEclass*
problem*to*promote*student*engagement*and*
deep*learning?*
InEclass*problem*solving*
• Beyond*factual*recall*• No*simple*answer*(can’t*google*it)*
– Start*with*simple*ques&ons*with*1*correct*answer*
• Consider*– applica&on*of*skills*and*knowledge*– Collabora&on*– Mul&ple*answers*are*possible*
– Student*interpreta&on*• Facilita&ng*– Scaffolding*(building*on*ideas,*increasing*complexity,*
providing*support*and*feedback)*
– Feedback*and/or*student*evalua&on*
The*steps*to*create*a*FLIC*
1. Think*of*1*topic*you*can*flip*2. Plan*
1. Find*or*create*online*resources*
2. Plan*online*ac&vi&es*
3. Plan*inEclass*ac&vi&es*
3. Tell*students*about*it*4. Provide*feedback*5. Evaluate*how*it*went*
Let’s*give*it*a*try….*
Rule*of*Thirds*
Source:*hDp://en.wikipedia.org/wiki/Rule_of_thirds*
*
Examples:*hDp://digitalEphotographyEschool.com/ruleEofEthirds/*
*
Take*a*Picture!*
• In*small*groups*create*a*FLICS*for…*
• Learning(Outcome:"*Students*should*be*able*to*compose*a*picture*
by*using*the*Rule*of*Thirds.*
• Include*– Instruc&ons*– Ac&vi&es*– Student*Feedback/Evalua&on*
*
Ac&vity*Summary*
• Share*your*Pic*FLIC*
Obstacles*
• Student*resistance*(grades,*teach*myself,*
group*work,*coming*to*class*prepared)*
• Instructors*&me*and*anxiety*
– Time*to*plan*and*follow*through*
– Ques&ons*you*haven’t*an&cipated*– Technology*and*crea&ng/finding*podcasts*
• Ensuring*student*par&cipa&on*• Quality*inEclass*ac&vi&es*
Tips*
• Create*groups*on*first*day*of*class*and*keep*the*groups*throughout*
semester*
• Students*leave*class*with*the*correct*answer*or*resources*for*the*next*
class*
• Change*ques&ons*for*different*lecture*sec&ons*
– Tell*students*answer*will*be*provided*online*later*• Grading*scale*
– associate*grades*with*in*class*work*– Want*to*reward*trying*(students*are*afraid*to*be*wrong)*
– If*get*80%*=>*A*• Online*quiz*to*mo&vate*students*(10%*of*final*grade)*
• Set*expecta&ons*that*students*learn*on*their*own*and*come*to*class*
prepared*(set*a*rou&ne)*
Any*Ques&ons?*
References*
• Bergmann,*J.,*Sams,*A.*(2012).*Flip*your*classroom.*Reach*every*student*in*every*
class*every*day.*Eugene,*Oregon:ISTE*
• Brame,*C.J.*(2013).*Flipping*the*classroom,*Retrieved*from*
hDp://cr.vanderbilt.edu/guidesEsubEpages/flippingEtheEclassroom/*
• Buemi,*S.*(2014).*Microflipping:*a*modest*twist*on*the*‘flipped’*classroom.*The*
Chronical*of*Higher*Educa&on,*Retrieved*from*hDp://chronicle.com/ar&cle/
MicroflippingEaEModestETwist/145951/?
cid=wb&utm_source=wb&utm_medium=en*
• Educause.*(2012,*November*1).*7*things*you*should*know*about*microlectures.*
Retrieved*from*hDps://net.educause.edu/ir/library/pdf/ELI7090.pdf*
• Flipped*Learning*Network*(2014).*The*four*pillars*of*FELEIEP™,*Retrieved*from*
hDp://hDp://www.flippedlearning.org*
• Fulton,*K.*(2012).*Upside*down*and*inside*out:*Flip*your*classroom*to*improve*
student*learning.*Learning"and"Leading"with"Technology,*39(8),*12E17*• Gerstein,*J.*(2012).*Flipped*classroom:*The*full*picture*for*higher*educa&on.*
Retrieved*from*
hDp://usergeneratededuca&on.wordpress.com/2012/05/15/flippedEclassroomE
theEfullEpictureEforEhigherEeduca&on/*
*
References*
• Gilboy,*M.B.,*Heinerichs,*S.,*Pazzaglia,*G.*(2014)*Enhancing*student*engagement*using*the*
flipped*classroom.*Journal"of"Nutri(onal"Educa(on"and"Behavior,*Published*online*September*25,*2014*
• Herried,*C.F.,*Schiller,*N.A.*(2013).*Case*studies*and*the*flipped*classroom.*Journal"of"College"Science"Teaching,*42(5),*62E66.*
• MoffeD,*J.*(2014)*Twelve*&ps*for*“flipping”*the*classroom.*Medical"Teacher,*Published*online*on*August*26,*2014*
• Persillin,*D.C.,*&*Daniels,*M.B.*(2014).*A"concise"guide"to"improving"student"learning:"Six"evidenceGbased"principles"and"how"to"apply"them.*Sterling,*VA:*Stylus*Publishing*
• Seven*principles*for*good*prac&ce*in*undergraduate*educa&on.*(n.d)*Retrieved*from*
hDp://www.uwo.ca/tsc/resources/pdf/SevenPrinciples.pdf*
• Steed,*A.*(2012).*The*flipped*classroom.*Teaching*business*and*economics,*16(3),*9E11*
• Strayer,*J.*(2012).*How*learning*in*an*inverted*classroom*influences*coopera&on,*innova&on*
and*task*orienta&on.*Learning"Environments"Research,"15(2),*171E193.*doi:10.1007/s10984E012E9108E4*
• Strayer,*J.*(2011).*The*flipped*classroom.*Retrieved*from*
hDp://www.knewton.com/flippedEclassroom/*
• Tune,*J.D.,*Sturek,*M.,*Basile,*D.P.*(2013)*Flipped*classroom*model*improves*graduate*
student*performance*in*cardiovascular,*respiratory,*and*renal*physiology.*Advances"in"Physiology"Educa(on,*37(4),*316E320*
Websites*
• hDp://www.usask.ca/gmcte/flippedEteaching*
• hDp://usergeneratededuca&on.wordpress.com/
2012/05/15/flippedEclassroomEtheEfullEpictureEforE
higherEeduca&on/*
• hDp://www.flippedlearning.org*
Outcome*
Assessment*
Content*
Applica&on*
Engagement*
Online*
Classroom*
Quick*Flipped*Tips:*
*
• Be*transparent*to*students*and*explain*why*you*are*using*Flipped*Learning*
– Include*clear*online*and*inEclass*expecta&ons*and*guidelines*• Create*groups*on*first*day*of*class*and*keep*the*groups*
throughout*semester*
– Groups*can*s&ll*func&on*even*when*a*student*is*away*– Assign*roles*such*as*leader,*recorder,*&me*keeper*and*reporter*
– Use*group*contracts*and*agreements*for*more*formal*groups*
– Structure*group*ac&vi&es*to*promote*fairness*
• Link*online*content,*inEclass*work,*and*assessments*
together*
• Be*selec&ve*with*content*
Quick*Flipped*Tips:*
• Students*leave*class*with*the*correct*answer*or*resources*for*the*next*
class*
– Provide*the*solu&on*in*class*or*online*– Give*students*the*next*steps*
• Change*ques&ons*for*different*lecture*sec&ons*
– Tell*students*answers*will*be*provided*online*later*• Grading*scale*
– Associate*grades*with*inEclass*work*– Reward*effort*as*well*(students*are*afraid*to*be*wrong!):*If"get"80%"!""A*
• Online*quiz*to*mo&vate*students*(10%*of*final*grade)*
– Low*stakes*– Provide*feedback*to*students*(either*immediately*online*or*during*class)*
• Set*expecta&ons*that*students*learn*on*their*own*and*come*to*class*
prepared*(set*a*rou&ne)*
FLICS*Links*
• hDp://itsotlcweb01.ucalgary.ca/taylorins&tute/teachingEcommunity/node/247*
• FLICS*paper*from*IDEAS*conference*
proceedings*2015*
– hDp://werklund.ucalgary.ca/GEC/proceedings**
