Flipped Instruction: Presenters: Flipping It Without Emmy Parkes - PowerPoint PPT Presentation

� Flipped Instruction: Presenters: � Flipping It Without Emmy Parkes � Leonia Houston � Flipping Out! � Mary Etta Moorachian �

Overview § Part 1: Defining flipped instruction and its benefits for learning. § Part 2: Flipped instruction models and examples. § Part 3: Structuring your flipped classroom and conceptualizing your plan.

Question… How Would You Best Describe Your Classroom and Teaching Style?

What Does the Flipped Approach Mean? � The flipped classroom approach is a pedagogical model in which the typical lecture and homework elements of a course are reversed.

How Was the Flipped Classroom Created? "Originators" Approximately 2007 � § Jonathan Bergmann and Aaron Sams § High school science teachers who used online video to provide instruction to their students. § Goal: Free up classroom time for lab work � § Salman Khan § Khan Academy used videos to teach math techniques § Instructors began using the Khan videos as out of class activities �

Benefits of Flipped Instruction § Increased flexibility and accessibility § Increased interaction and engagement § Greater student satisfaction and preparation § Improved learning outcomes § Emphasis on active learning and team based learning.

Benefits of Flipped Instruction According to ASCD.org, of 453 instructors who flipped their classrooms: § 67% reported increased test scores § 80% reported improved student attitudes § 99% reported they would flip their classrooms again next year

Flipped Classroom: Student Perspective § Technology meets the needs of the modern learner § Learners are more engaged in instruction § Learners are retaining the materials at a faster pace § Learner satisfaction increased and remains high

Flipped Classroom: Faculty Perspective § Challenges current teaching style § Method allows faculty to tailor lessons to student’s abilities § Courses can be consistent across multiple sections § Class time has a higher level of discussion

What Does a Flipped Classroom Look Like? F2F Class with Online Class with Online Component F2F Component ¡

Flipped Classroom and Bloom’s Taxonomy Consider which skills and objectives are best suited for a F2F or online format. Lower Level Skills: Remember and understand (Online content and assessments completed outside of class) � Higher Level Skills: Apply, analyze, evaluate and create (Activities completed face to face) ¡

Sample Flipped Classroom Structure Face-to-Face (F2F) Online Online Readings � Content Discussions Presentation � Online Quizzes � (begins F2F and extends Guest Speaker � Assignment online) Submission Other F2F Student Elements Other Online Questions Elements

Sample Flipped Classroom Structure Online Face-to-Face (F2F) Online Readings and Resources Hands On Activities Content Online Project-Based Presentation � Discussions Learning � Instructions Assignment Instructor as Submission/ Facilitator Dropbox

Part Two… � Flipped Instruction Models and Examples

Flipped Instruction: Active Learning Source: Carnegie Mellon Center for Teaching Excellence and Educational Innovation

Flipped Instruction: Team Based Learning Defined Defined Process for TBL Lessons Learned A special form of collaborative learning using a specific sequence of individual work, group work, and intermediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion. - Michael Sweet

Flipped Instruction: Team Based Learning Defined Process for TBL Pr ocess for TBL Lessons Learned Application Feedback, Appeals Readiness and/or Assurance Supplement Readiness Test (Group) al Info Assurance Required Test Reading (Individual)

Flipped Instruction: Team Based Learning Defined Process for TBL Lessons Lear Lessons Learned ned § TBL prep time equal to or greater than regular lecture prep time § Physical set-up of the classroom is influential of group interaction and participation § small tables are ideal for group gathering § desks that can be moved is another viable option § Students can be overwhelmed with the new class structure

Flipped Classroom Models Standard Discussion- Demonstration- Inverted Oriented Focused Classroom Flipping the Faux Virtual Teacher

Flipped Classroom Models Standar Standard d Discussion Demonstration Inverted Inverted Oriented Focused Instructor uses screen Learners are assigned Instructors assign lecture recording software to homework (Video videos (self produced, demonstrate an activity lectures and/or reading TED Talks, YouTube and or concept for out of materials) and are given etc) for out of class class activities and opportunities to practice activities and class time is learners are required to what they learned in the devoted to discussion demonstrate classroom with traditional and the exploration of the understanding of the activities. subject. concept during class.

Flipped Classroom Models Faux Faux Virtual Flipping the Teacher Instructors share video Learners are required to Learners watch video lectures, assign and record activities to show lectures in the classroom collect assignments via competency or film (viewing and retaining the learning management themselves presenting a material at an individual system (Blackboard). new subject or skill as pace) and Instructors are Learners are required to homework or out of class able to move from attend office hours or activity. Class time is student to student regularly scheduled spent discussing the offering individual meetings based on “Teach the Teacher” support. individual need. submissions.

Flipped Model Example: Winthrop University Course: Food Service Systems Management II �

Flipped Model Example: Winthrop University Sample Course Schedule: Food Service Systems Management II �

Part Three… � Structuring Your Flipped Classroom and Conceptualizing Your Plan

Flipped Classroom Quick Start Guide >>> Step One >>> Step One >>> Step Two >>> Step Three Determine how the Determine how the Create multimedia Cr eate multimedia Share the content. Shar e the content. appr approach will fit into your oach will fit into your content. content. § Make links to the curr current or futur ent or future course. e course. § Use video or screen content created in Step Two available in a § Entire Class capturing tools to centralized location § After Midterm Exam introduce topics § Provide students § Create podcasts § Class Project specific guidelines for using voice-over retaining the material PowerPoint § Explicit Deadlines § Upload the content to a media server

Flipped Classroom Quick Start Guide >>> Step Four >>> Step Four >>> Step Five >>> Step Five Engage the lear Engage the learner ner. Extend learning beyond the Extend lear ning beyond the classroom. classr oom. § Spend time in class engaging the § Individualized Practice Exercises learner with activities and § Collaborative Activity Opportunities feedback. § Use class time to review the concepts introduced in the multimedia content § Learners should come to class prepared with knowledge, questions, observations and ideas that will confirm learning

In-Class Resources Collaboration • iClicker • TED ED • Socrative • EduCanon • Google Drive • PollEverywhere • Videnot.es • Scribblar.com • PollDaddy • Edmodo.com • Google+ Personal Response Presentation

Out-of-Class Resources Lecture Capture • Camtasia Studio • Explain Everything • Screencast-o- • VoiceThread • Blackboard Matic • EduCreations Collaborate • Jing • YouTube • SlideShare • Vimeo Screen Capturing Misc

Presentation Resources

Presenters Emmy Parkes, MS, Leonia Houston, Mary Etta Mary Etta RDN, CDE MSIT Moorachian Moorachian, PhD, , PhD, RD, LD, CCP RD, LD, CCP , CFCS , CFCS Instructor Instructor and Professor, Instructional Designer The University of University of Memphis JWU Charlotte College Mississippi Department Center for Innnovative of Culinary of Nutrition and Teaching and Learning Hospitality Management meparke1@olemiss.edu leonia.houston@memphis.edu maryetta.moorachian@jwu.edu