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The Flipped Classroom

https://giphy.com/gifs/dog-jump-really-11fdLGjrjWe7sc

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Learning Objectives

Participants will be able to:

● Define “flipped classroom”● Discuss ways to flip the classroom● Discuss the benefits and challenges of flipped teaching● Create a flipped learning activity

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Index Cards!What is a flipped classroom?

1. Jot down a quick definition of flipped classroom

2. Turn to the person next to you and create a definition together

3. Share your definition with the group

From: https://www.flickr.com/photos/davegray/147874576

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https://comm

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https://www.flickr.com/photos/otacke/17038214737

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“A flipped classroom really starts with one simple question: What is the best use of your face-to-face class time?”

The most rudimentary definition...

“... direct instruction (lecture) is delivered at home via videos that teachers either create or curate, and that which has traditionally been done as homework is done in class. “

Bergmann & Sams, 2013-14

What is a flipped classroom?

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Flip it: How can you flip the activity?

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A. 22%B. 31%C. 48%D. 73%

How many 18-29 year olds say they go online “almost constantly” according to a 2019 Pew Survey?

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A. 22%B. 31%C. 48%D.

How many 18-29 year olds say they go online “almost constantly” according to a 2019 Pew Survey?

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A. 22%B.C. 48%D.

How many 18-29 year olds say they go online “almost constantly” according to a 2019 Pew Survey?

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A.B.C. 48%D.

How many 18-29 year olds say they go online “almost constantly” according to a 2019 Pew Survey?

From: https://www.pewresearch.org/fact-tank/2019/07/25/americans-going-online-almost-constantly/

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But why? 76%

preferred watching video lectures over face-to-face lectures.

64%

would rather participate in the in-class activities rather than listening to a lecture

(Gilboy, Heinerichs, Pazzaglia, 2015)

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But why? A study of 28 articles about the flipped classroom in higher education:

• improved academic performance• increased student satisfaction• increased faculty satisfaction

(O’Flaherty & Phillips, 2015)

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But why?

Learning performance was statistically higher in flipped as compared to traditional

(Thai, De Wever, Valcke, 2017)

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Before Class - prepDuring Class - practiceAfter Class - reinforce/extend

Walker, 2013

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Class brainstormFlipping Examples

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• Clickers• Problem Sets • Problem-Based Learning (PBL)• Case-Based Learning (CBL)• Peer instruction (Masur, 1997)• Formative and summative assessments • Experiential learning • Debate• Discussion • Peer feedback • Jigsaw • Retrieval Practice (Butler, 2016)

Flipping Out

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• Clickers• Problem Sets • Problem-Based Learning (PBL)• Case-Based Learning (CBL)• Peer instruction (Masur, 1997)• Formative and summative assessments • Experiential learning • Debate• Discussion • Peer feedback• Jigsaw • Retrieval Practice (Butler, 2016)

Flipping Out

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Bloom’s Taxonomy

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Look for flippable moments

• Are students confused about something?• What is fundamental to your lesson? • Are students bored?

from: https://www.facultyfocus.com/articles/blended-flipped-learning/looking-for-flippable-moments-in-your-class/

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Pros and Cons

• Get into groups of 3-4 people• Come up with 5 pros and 5 cons for flipping

the classroom• Share with the entire group

from: https://com

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● less time studying (McLaughlin, Roth, Glatt, Gharkholonarehe, Davidson, Griffin, Mumper, 2014)

● students can review materials when necessary● students can get more in-class support● students can learn from each other● encourages active learning ● student-centered● promotes collaboration ● gaps are more noticeable ● learning communities are (can be) created ● students need to be more responsible

Pros

From: https://com

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● students don’t have access to the technology ● requires trust between student and faculty ● increases screen time ● time consuming (at first)● students need to be more responsible● activities outside and inside of class don’t connect● students don’t know why they are doing this

Cons

From: https://com

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can we manage the cons?

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Managing the Cons

● Short, chunked videos (< 10 min)● Include interaction/accountability● Give credit/have students contribute resources● Provide a safe place for questions● Focus on problem areas● Collaborate with colleagues● Use OERs ● Use resources other than video

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Explain to your students the why...

• start small• detailed rationale (Hawks, 2014; McLaughlin, et al,

2014) • ground rules• give out/explain roles when necessary• expectations!

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REWIND:Flip it: How can you flip the activity? Would you change it?

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Create an Activity!

• In pairs or groups of three, decide on a lesson

• Explain the lesson as it is currently taught• Brainstorm how you would flip it• Share with the class

Do an example together!

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Questions? Exit Card

Name one concept you learned.

List one question you still have.

Include your email and I’ll respond to your questions.

Also...survey!

From: https://com

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Rose Tirotta, Ed.D.

Associate Director for Teaching Excellence

Center for Excellence in Learning & Teaching (CELT)

Division of Information Technology (DoIT)

Stony Brook University

S1430 Melville Library

rose.tirotta-esposito@stonybrook.edu

631-632-2074

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References/ResourcesBergman, J. & Sams, A, 2013-14. The flipped classroom. CSE, 17 (3), 24-27.

Butler, A. (2016). Facilitating the development of students as self-directed learners. Presentation at the OnRamps Annual Summer Institute, Austin, TX.

Gilboy, M.B., Heinerichs, S., Pazzaglia, G., 2015. Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47 (1), 109-114.

Hawks, S.J., 2014. The flipped classroom: Now or never? AANA Journal, 82 (4), 264-269.

Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice Hall.

McLaughlin, J.E., Roth, M.T., Glatt, D. M., Gharkholonarehe, N., Davidson, C.A., Griffin, L.M., Mumper, R.J., 2014. The flipped classroom: A course redesign to foster learning and engagement in a health professional school. Academic Medicine, 89 (2), 236-243.

O’Flaherty, J. & Phillips, C., 2015. The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85-95.

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References/ResourcesQuick Start Guide—FCPI -Julie Schell.pdf. (n.d.). Retrieved February 4, 2020, from http://cloud.julieschell.com/0g2J2k1T0W3c

Schell, J. (2016). Flipped learning by design: How to use cognitive science research to design flipped classrooms that help people learn best. Leadership, 22 (2), 11-16.

Thai, N.T.T., DeWever, B., Valcke, M., 2017. The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113-126.

Walker, J. (2013). Flipped classroom model. Retrieved from: https://facultyinnovate.utexas.edu/sites/default/files/flippedgraphic(web960px).png