Boston University Center for Excellence and Innovation in Teaching

Flip It:Get your students engaged

Thomas Little, ENGJanelle Heineke, SMG and CEIT

October 7, 2013

Boston University Center for Excellence and Innovation in Teaching

• The what and why of flipping

• Instructional design in groups

• Report out and discussion

• What you may think about doing differently

• Tie-up and discuss

Agenda

Boston University Center for Excellence and Innovation in Teaching

The active learning approach:

• Forces students to think about themselves as learners.

• Is more about knowledge and skills (intrinsic) and less about tests/grades (extrinsic).

• Encourages students to be producers of knowledge rather than just information consumers/containers.

• Prepares student for 21st century challenges.

Why Flip?

Boston University Center for Excellence and Innovation in Teaching

• Empowers students.

• Forces students to think about themselves as learners.

• Creates independence and ownership of learning.

• Fosters collaborative learning.

• Encourages creativity.

• Creates a rich learning environment inside and outside the classroom.

• Fosters new skills – problem solving, critical thinking, etc.

Why does it work?

Boston University Center for Excellence and Innovation in Teaching

Movement toward:

• Competency based versus knowledge-based education.

• “Guide on the Side” versus “Sage on the Stage.”

• Critical thinking versus specific content knowledge.

Some Current Trends

Boston University Center for Excellence and Innovation in Teaching

Bloom’s Keywords

Boston University Center for Excellence and Innovation in Teaching

Backward Design• What do you want students to learn/be able to do

(what and why):• At the end of the course?• At the end of each session?

• Identify content to cover (what)• Select materials (what)• Select pedagogy (how)• Select technology (how)

Instructional design: where flipping fits in

Flipping Concept

http://www.edtechtips.org/2012/09/18/flip-classroom-instruction-1/

Flipped

• Teacher instructs lesson at home (video/podcast/book/web)

• Students work in class• Deeper understanding of

concepts, application• Students receive direct

support

Traditional

• Teacher instructs• Students take notes• Students follow guided

instruction• Teacher gives assessment• Students have homework

Don’t lecture.

Key Tip…

Preparation

http://www.youtube.com/watch?v=joBmbh0AGSQ

How to change a tire – change a flat car tire step by step

Boston University Center for Excellence and Innovation in Teaching

• Create a lesson (no lecture) for “changing a tire.” Goal: students should be able to change a tire without assistance.

• Deliverables:1. Pre-class preparation – what should they learn

on their own? What format?2. Assessment tool – what method to ensure

compliance with the prep?3. In-class facilitation: how will you use 60 minutes

of class time?4. What exercises can the students do in teams to

reinforce the learning outcome?5. How do you evaluate success at achieving the

learning outcome? Through what method?

Assignment

Boston University Center for Excellence and Innovation in Teaching

1. Pre-class preparation – what should they learn on their own? What format?

2. Assessment tool – what method to ensure compliance with the prep?

3. In-class facilitation: how will you use 60 minutes of class time?

4. What exercises can the students do in teams to reinforce the learning outcome?

5. How do you evaluate success at achieving the learning outcome? Through what method?

Report out

Boston University Center for Excellence and Innovation in Teaching

• Identify a topic/lesson from your current course to flip

• Choose one in your group to flesh out

• Identify barriers/challenges – and what you might do to overcome them.

Assignment 2

Boston University Center for Excellence and Innovation in Teaching

• Keep the preparation work short and simple and to the point (not bulk replacements of the lecture)

• Provide incentives for preparation (watching the video, etc.). Small percentage of grade.

• Determine how “high-tech” you want to go; flipping does not require you to become a cinematographer!

• Consider supportive technologies (such as clickers).

• Use time in class for design problems in teams with shared results to identify best solutions.

Things to consider

Boston University Center for Excellence and Innovation in Teaching

Arthur L. Robin, Behavioral Instruction in the College Classroom, Review of Educational Research , Vol. 46, No. 3 (Summer, 1976), pp. 313-354.

Flipping at BU: http://www.bu.edu/phpbin/news-cms/news/?dept=666&id=59184

Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J ... edited by Paul R. Pintrich, Donald R. Brown, Wilbert James McKeachie, Claire E. Weinstein

Resources