1. THE CHANGING LANDSCAPE OF TEACHING R. JEFF LOATSDDEPARTMENT
OF PHYSICSDR. ANDREW BONHAMDEPARTMENT OF CHEMISTRYMETROLEADS, JAN
24TH, 2013
2. OUR PLANSpecific 21st century teaching techniques: Just in
Time Teaching & Clickers (Jeff) The Flipped Classroom
(Andrew)General 21st century teaching issues: Discussion of video
about todays students
3. In what area have you studied/taught?A) HumanitiesB) Natural
sciences & mathematicsC) Professions & applied sciencesD)
Social sciencesE) Teacher education no surer way to offend.
4. Think about either your teaching or teaching youhave
observed. Was there a method for holdingstudents accountable for
preparing for class?A) Stern threats and/or playful pleading.B) A
paper method (quiz, journal, others?)C) A digital method (clickers,
others?)D) Just in Time Teaching.E) Some other method.
5. FEEDBACK THAT WORKSImprovement of performance is actually
afunction of two perceptual processes. Theindividuals perception of
the standards ofperformance, and her/his perception of his/herown
performance. The Feedback Fallacy Steve Falkenberg (via Linda
Nilson)
6. JUST IN TIME TEACHINGOnline pre-class assignments Learner
Teacher(WarmUps)First half: Conceptual questions, answered in
sentences Graded on thoughtful effort
7. WARMUP: GREATEST VALUEWhat do you think is the greatest
value in askingstudents to answer open-ended questions priorto
class?6 of 8 They may think2 of 8 They may engage in classIt opens
the door. Sometimes just a bit, butthat can get things started
faster.
8. WARMUP: GREATEST VALUEOpen-ended questions make students
think and haveto put the information in their own words. It was
myworst nightmare in college. It also makes the studentaware of the
material and possibly more engagedduring class.This would hopefully
allow students time to thinkabout the class material they are
learning, and to alsoformulate opinions and questions about the
material. Itwould keep them engaged in the class, and learningand
experiencing more.
9. JUST IN TIME TEACHINGOnline pre-class assignments Learner
Teacher(WarmUps)First half: Conceptual questions, answered in
sentences Graded on thoughtful effortSecond half: Responses are
read just in time Instructor modifies that days plan accordingly.
Aggregate and individual (anonymous) responses are displayed in
class.
10. For an average class at MSU Denver, whatfraction of
students do you think do theirpreparatory work before class.A) 0% -
20%B) 20% - 40%C) 40% - 60%D) 60% - 80%E) 80% - 100%
11. STUDENT FEEDBACK315 students in 7 classes over 4 terms
(roughly 6%) Agreed orThe WarmUps have Strongly Agreedhelped me to
be more prepared 70%for class than I would otherwise be.helped me
to be more engaged in 80%class than I would otherwise be.helped me
to learn the material 64%better than I otherwise wouldbeen worth
the time they 57%required to complete
12. MORE JITT?Much more information to be had: Theoretical
basis for effectiveness Empirical evidence for effectiveness
Writing good questions Using metacognitive questions Practical
questions and pitfalls
13. The Flipped Classroom Andrew J. Bonham January 25th,
2013
14. The Flipped Classroom Outline: A Case Study: Biochemistry
Lab Open Discussion Resources
15. Case Study:Video Recitations The Goal: Address time
constraints and differences in instructor background knowledge for
Biochemistry Laboratory Allow greater focus on sample safety and
technical expertise
16. Technology Used Employed Youtube-hosted video Recitations
Created using Screencast-O-matic (website and offline tool), Bamboo
drawing stylus
17. Video Recitations Videos walk through core concepts of the
experiment Provide background principles and point out common
errors Focused on providing material instructor might not have time
to cover in lab
18. A library of content
19. Video Recitation Outcomes After initial period, student
engagement at 80+% Several students used their smart phones to
review during class Repeated views, especially before assignments
due
20. Outcomes & Student Comments Video tutorials were
helpful & a good use of technology I liked that videos
explained the labs in more detail Videos prepared us for lab
Watched Time from Sept 1st to October 22nd: 283 minutes (57 views
for an enrollment of 60)
21. Open Discussion Starting Topics What are the challenges of
the Flipped Classroom? Are there classes its a bad idea for? How to
adapt to teaching this way
22. Resources Dan Spencers Flipped Classroom Resources
https://docs.google.com/document/d/1IOI5-tXZvOEVCFhoN5hlsccnRa-
8_77nx3GDdB6C-tE/edit?pli=1 EdTechTeacher
http://edtechteacher.ning.com/group/flipped-classroom UNC The
Flipped Classroom http://www.flippedclassroom.com/
23. WARMUP: NOTEWORTHY VIDEOIn the video "A Vision of Students
Today" what isone item that really struck you as surprising
ornoteworthy?3 of 8 Negative(ish) toward professors3 of 8
Negative(ish) toward studentsHow unprepared most professors are to
teachtheir courses in a the new technologyenvironment that is
second nature to kids.
24. WARMUP: NOTEWORTHY VIDEOWhat is technology the solution
too? I liketechnology. I try to use it a lot in my classes;however,
as I viewed the student responses inthe video Im not sure what they
expecttechnology to do?
25. WARMUP: NOTEWORTHY VIDEO"I found it noteworthy about
students mentioning thatthey inheritated problems from other
generations, thatthey will have to deal with. I feel that students
todayare so used to having so many resources at theirhands, such as
IPhones, laptops, etc..., but do notrealize that these are items
that most people have toreally work for. Students will complain
about the cost ofeducation, but may not always fully see the value
in aneducation, and that with a job after school, they couldbe part
of the solution to the problems the country isfacing. Technology is
great, but has also allowed somany people to lose some of the
social skills that willhelp them in every day life.
26. WARMUP: YOUR QUESTIONSWhat question would you most like to
ask yourcolleagues in METROLEADS about this video?is the problem
portrayed in this videorepresentative?Chime in with your opinion:A)
The issues portrayed are a real problemB) The issues portrayed are
not-representativeC) Other
27. WARMUP: YOUR QUESTIONSWhy are we so resistant to giving up
traditionalforms of pedagogy?How can we embrace this
communicationchange to improve how the institutioninterfaces with
students, faculty and thecommunity.Updating the college curriculum
to includetechnology is great for the younger students,but what
about older students who return tocollege? []
28. WARMUP: YOUR QUESTIONSAs faculty or staff, how do you look
at studentstoday? Do you feel they are learning valuablelessons in
your class, or do you feel that theyneed to start learning more
real life lessons, thatwill benefit them in the real world
andemployment? How can we change technology in theclassroom to
appeal to the new learner and keepthem interested. How can we train
students tolearn about a trade that isnt there yet.
29. FINAL COMMENTWhat to do? Scholarly teaching Evidence-based
practices Imitate!
30. YOUR SUMMARYFor yourself or to share?What was the biggest
shift in your thinking duringthis discussion?What is the biggest
question you feel needs moreattention from the discussion?Visit
slideshare.net/jeffloats to see these slides