Flipping Pedagogy

Flipping Pedagogy 101

Anna WoodVice-Phec 2015, Nottingham

Ross Galloway, Judy Hardy

Flipping Pedagogy 101

Leo Lionni, Fish Is Fish 1970

Leo Lionni, Fish Is Fish 1970

Flipping Pedagogy 101

Leo Lionni, Fish Is Fish 1970

Flipping Pedagogy 101

Flipping Pedagogy 101

● Context should determine pedagogy

R. Hake, Am. J. Phys. 66(1), 1998

Flipping Pedagogy 101

● ¼ to ½ of instructors deviate significantly from established design of evidence-based teaching approaches.

C. Henderson & M. Dancy, Phys Rev ST: PER 5, 020107, 2009

Flipping Pedagogy 101

Need to understand why not just how.

'Tool kit' not a recipe

Flipping Pedagogy 101

Flipping Pedagogy 101

A. K. Wood, R.K.Galloway, C.Sinclair, J. Hardy, In preparation

Macro-scale factors:Content, pedagogical aims, course structure,

assessments etc

● Micro-scale factors:○ Responsivity to students’ needs in the moment

Flipping Pedagogy 101

Context is:

Flipping Pedagogy 101

● New understandings constructed from existing understandings and experiences.

Piaget, Swiss 1896-1980

● Assimilation

● Accommodation

● Equilibration

Flipping Pedagogy 101

=Constructivism

● Assimilation

● Accommodation

+ Role of prior knowledge

Flipping Pedagogy 101

=Conceptual Change Theory(Posner +Ausubel)

● Dissatisfaction with existing concepts

● New conception is intelligible● New conception is plausible

Flipping Pedagogy 101

Conceptual Change Theory:

G. Posner, et al. "Accommodation of a scientific conception: Toward a theory of conceptual change." Science education 66.2 (1982): 211-227.

Accommodation happens when:

Flipping Pedagogy 101

Vygotsky: Russian 1896 – 1934● Learners construct their own

meaning

● Learning happens twice: through social interaction and on individual level

Flipping Pedagogy 101

Flipping Pedagogy 101

Image from Wikipedia

Flipping Pedagogy 101

Zone of Proximal Development:

‘Distance between a child’s actual developmental level as determined by independent problem solving and the higher level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’

Flipping Pedagogy 101

PI Sections (according to Mazur, Schell)

1)Introduce Clicker Question2)Students think individually 3)Students vote4)Students discuss 5)Students vote again6)Lecturer concludes

Flipping Pedagogy 101

Flipping Pedagogy 101

1) Asks for explanations of the answers that are popular but wrong.

2) Asks for explanation for the correct answer.3) Asks students to discuss again.4) Students vote again (3rd) time.5) Lecturer sums up, modelling expert thinking.

Decisions that need to be made

(from pre-workshop quiz answers)

What type of pre-lecture activities (reading/video)

Show results of vote after first vote

Interact with students during peer-discussion or not?

Flipping Pedagogy 101

Flipping Pedagogy 101

Acknowledgements

● Hamish MacLeod● Simon Lancaster● @LTHEchat