flipped classrooms to create learning projects Mathew Mitchell, - PowerPoint PPT Presentation

Leveraging the power of flipped classrooms to create learning projects Mathew Mitchell, Professor Learning & Instruction Department School of Education University of San Francisco 1

Flipping Defined Flipping is about making sure the most di ffi cult or meaningful learning work gets done in the live classroom. In many courses the most difficult portions are done for homework where there is no immediate help from peers or teacher. Lectures are not typically the most difficult part of a course, nor the most meaningful. Therefore often lectures are given as homework in flipped environments.

What's most di ffi cult or most meaningful for your learners?

Traditional Classroom TIME homework first exposure via deeper learning from previous lecture via homework class Class Flipped Classroom TIME homework first exposure via deeper learning plus prep for the video or readings via activities next class Class 4

Presentation Structure 1. Redesign Process 2. Common Mistakes 3. Theory into Practice 4. Resources 5. Questions & Ideas

Redesign Process 6

Step 1: Roles Reimagined 7

Instructor Authoritative Lectures Leader Tutor Warden Disciplinarian Transmitter Receptive Takes Notes Follower Tutee Prisoner Disciplinee Vessel Student 8

Instructor Student r Student Instructor e h Coach c r a e s e o h R W y t C i l e i e b A n n i o s t e n e r o m p o o f s S e C R l a s s s d l e i Y Roles Instructor A r c h i t e c t Student Builder Has the right to Manipulate and N Choose Discussion o l o n c g e e n r t t r h a e l fi Topics g u r e f o n P e o c l i a t r a y u m e o Student Instructor r S r o A f n I Instructor Student 9

Student r Student e h c r a e s e R C e A n t e r o f C l a s s Roles Student Builder Has the right to Manipulate and Choose Discussion Topics P l a y e Student r Student 10

Instructor Instructor Coach o h W y t i l e i b n i o s n e o m p o s S e R s d l e i Y Roles Instructor A r c h i t e c t N o l o n c g e e n r t t r h a e l fi g u r e f o n e o c i t r a u m o Instructor S r o A f n I Instructor 11

Step 2: Process Reimagined 12

Redesigning for Flipped Classrooms 5. reorganize 1. decide class time flipped content Flipped Course Redesign 4. create 2. start small flipped content 3. find flipped content 13

Cognition 2016 Planner 1 Mind Mapping 2 Cog Load 3 Self-Explanation initial map of content here content here In-Class learning strategies 2 Prep 3 Prep readings + video + readings + case Out-of-Class Blog 1 study + blog 6 Multimedia 5 Worked 4 Visual Models Learning Examples content here sounda kucha + content here sticky w.e. + audio feedback 6 Prep 5 Prep 4 Prep readings + readings (lite) + blog readings + video webquest + sounda + case study kucha 7 Summarizing 8 SRL 9 Learning by mini kucha sixa kucha Teaching sticky kucha 7 Prep 8 Prep 9 Prep readings + 200 readings + Sixa blog + Sticky Kucha word summary + Kucha + case study Note: gray boxes are mini kucha key instructor feedback times 14

Step 3: Content Found 15

Finding Content • YouTube • Vimeo • SoundCloud • TED Talks • Publisher resources 16

Is there good pre-existing content for your leaners? 17

Step 4: Content Developed 18

Developing Content Mind Maps & Visual Models Audio & Podcasts Screencasts 19

Statistics RoadMap anova distribution of eta 2 mean squares analysis of sample means variance m mean F-test SS partitioning inference regression one-way sum of squares the SS testing between t 2 = F s 2 correlation predictions power variance t-test independent s optimal 68% and 95% standard z-scores sample size estimation deviation Cohen's d 20

Formula RoadMap MS B = SS B / df B distribution of eta 2 = SS B / SS T SS = SS B + SS W MS W = SS W / df W sample means m = ∑ X / N F obs = MS B / partitioning inference SS = ∑ ( X - m ) 2 SS = SS R + SS E the SS MS W testing t 2 = F s 2 = SS / df Y hat = c + s•X r = SzP / df power t obs = (m 1 -m 2 ) / s pooled • √ (1/n 1 +1/n 2 ) optimal 68% = m ± 1•s s = √ s 2 z = (X - m) / s sample size 95% = m ± 2•s d = (m 1 -m 2 ) / s pooled 21

Development Tools • Mind Maps and Visual Models • Audio • iThoughts (Mac, Win, iOS) • Hindenburg Pro (for mixing) • LucidChart (free) • Audacity (recording/editing + free) • OmniGra ffl e, MindNode, etc. • Twisted Wave & others • Screencasts • phone for recording (free) • Camtasia • Sony PCM-M10 • Screenflow • Audio-Technica ATR2100-USB mic • Screencast-o-Matic • PPT, Keynote, Prezi, Google Slides 22

What tools do you already have? 23

Step 5: Student-Centric Classroom 24

discussions problem packets activity sets role plays PBL 5. reorganize case studies small group work class time problem solving modified lectures experiential team projects ??? learning 25

What kinds of activities would best help your students? 26

Gerstein’s Model Demonstration & Application Experiential Engagement • now what • experience • learner-generated • educator-suggested • typically inside the classroom • typically inside the classroom Learners get to demonstrate what they learned and apply the material The cycle often begins with an authentic, often hands-on, learning activity that in a way that makes sense to them. … learners have to create fully engages the student. It is a concrete experience that calls for attention by something that is individualized and extends beyond the lesson with most, if not all, the senses. This is the “motivational starter”. applicability to the learners’ everyday lives. Making Meaning Concept Exploration • so what • what • learner-generated • educator-suggested • typically out-of-class • typically out-of-class Learners reflect on their understanding of what was discovered during Learners are exposed to and learn concepts touched upon during Experiential the previous phases. It is a phase of deep reflection on what was Engagement. They explore what the experts have to say about the topic. experienced during the first phase and what was learned via the Information is presented via video lecture, content-rich websites and simulations, experts during the second phase. and/or online text/readings. 27

Greg de Bourgh’s application to nursing case skills Learner-Generated studies Educator-Suggested demonstrations insitu Now What Experience simulations infographics collaborative concept maps care planning & care webs student-directed spotlight peer video skills validation presentations Demonstration & Application Experiential Engagement games Flipped Classroom The Full Picture blogging Making Meaning Concept Exploration video content presentations infommercials reflective audio audio content recordings presentations video thematic collages content-rich websites So What What clinical online charades Learner-Generated Educator-Suggested chats Modified from source: Jackie Gerstein ; http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/ 28

Venn Diagram Model of Student Engagement Student Active Motivation Engagement Learning Table from Barkley, Elizabeth. Student Engagement Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass, 2010. 29

Common Mistakes 30

Instructors don’t sell the flipped classroom. Be mindful of how you frame your new learning environment. Make sure to be as transparent as possible and carefully explain the logistics of the new system. 31

Instructors assign students too much work. Be sensitive to your students’ workload and don’t forget to respect the institute-wide established norms for the permissible amount of homework to assign for each unit of the course. 32

Instructors don’t realize the preparation necessary for in-class activities. Be prepared for an increased workload, especially when you flip for the first time (it will get easier once you get the hang of it). 33

Students aren’t completing work assigned for outside of class. Find ways to make students responsible for covering the materials outside of class, as well as ways to encourage them to want to complete them. 34

Professors still act as the “sage on the stage” rather than the “guide on the side.” Be honest with yourself about how well you have adapted to your new role and how student-centered your newly modified class is. Consider inviting a colleague to observe you and provide some feedback for you. 35