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Flipping Classroom: A TEDU Experince
Jülide Yıldırım
Flipped Classroom is one of many methods that are used to encourage an active learning environment.
• A greater focus on concept exploration, meaning making and
demonstration or application of knowledge in the face-to-face setting
http://www.uq.edu.au/tediteach/flipped-classroom/what-is-fc.html
Diagram 1: Learning opportunities of the flipped classroom (adapted from Gerstein)
Resources and Case Studies
• Please visit
• http://www.uq.edu.au/tediteach/flipped-
classroom/case-studies.html
• http://www.flippedclassroom.com/
• http://www.knewton.com/flipped-classroom/
• http://www.uq.edu.au/tediteach/flipped-
classroom/what-is-fc.html
Case 1: TEDU Economics II
Experience • Sent an e-mail to all Econ 102 students, after explaining the exercise.
• My Dear Students for the flipping classroom exercise, attached find the presentation. But it does not replace your textbook.
• Additionally below find the links for the relevant material.
• See you on the flipping classroom exercise on 13th March 2014 Thursday.
• Unemployment :
• http://www.khanacademy.org/economics-finance-domain/core-finance/current-economics/unemployment-tutorial/v/unemployment
• Inflation
• http://www.khanacademy.org/economics-finance-domain/core-finance/inflation-tutorial/inflation-basics-tutorial/v/inflation-overview
• http://www.khanacademy.org/economics-finance-domain/core-finance/inflation-tutorial/inflation-basics-tutorial/v/what-is-inflation
• http://www.khanacademy.org/economics-finance-domain/core-finance/inflation-tutorial/inflation-basics-tutorial/v/inflation-data
• http://www.khanacademy.org/economics-finance-domain/core-finance/inflation-tutorial/inflation-basics-tutorial/v/cpi-index
TEDU Economics II Experience
• On flipping classroom day,
• Students first took a 25 questions multiple
choice quiz
• The questions were chosen from the textbook
question bank
• The questions varied in difficulty
• But it was easy for any student who had read
the textbook
TEDU Economics II Experience • After the students completed the quiz, I asked
them if they had any difficulty understanding
the concepts,
• If they would like to discuss the problems they
had
• They wanted me to summarize the chapter
• While I tried to integrate them to have an active
learning environment, I realized that only a
handful of them actually read the material.
• The quiz results were also disappointing
• 50 students attended on the Flipping
Classroom exercise day
• Two sections’ averages are 39.11 and 45.30
over 100.
Case 2: TEDU Economics I
Experience • Sent an e-mail to all Econ 101 students, after explaining the exercise.
• Dear Students
• On 22th November 2016 we will have a flipped classroom activity.
• We will cover the topic “The Responsiveness of Demand and Supply” in flipped classroom framework. Below you may find the relevant material, in addition to Chapter 6 of your textbook.
• The exercise requires you to read, understand the topic by yourselves ouside of the classroom. You may study alone or you may study with your friends. Resources
• Chapter 6 The Responsiveness of Demand and Supply in Hubbard, R. G. and A. O’Brien, Economics. 4th Edition, Pearson Prentice Hall Press, New York, 2011.
• Economics Tutorial: Calculating Elasticity of Demand and Supply https://www.youtube.com/watch?v=5UKw4blQdsc
• Elasticity: The Responsiveness of Demand and Supply https://www.youtube.com/watch?v=UYmujuJkzSo
•
• What is elasticity? https://www.youtube.com/watch?v=HHcblIxiAAk
• Total revenue and elasticity relationship
• https://www.youtube.com/watch?v=HHcblIxiAAk&t=68s
• https://www.youtube.com/watch?v=-b7xlINQ-zg
• The quiz results were again disappointing
• 28 students attended on the Flipping
Classroom exercise day
• The average was 30 over 100.
• Only one student answered all questions
correctly.
Why Fail?
• Reason #1 Not targeting students’ attention
• Neglecting to adequately target students’
attention to the things they need to perform
well
• People only learn and retain what they
pay attention to and think about.
https://blog.peerinstruction.net/2016/02/08/why-flipped-classrooms-fail/
• These targets are known as learning outcomes or
goals.
• We tend to list learning outcomes on our syllabi
and consider them when we write assessments.
• We direct students’ attention to content by giving
them assignments,
• Then revisit the topic only once through a test
question or essay assignment.
The most powerful way to direct
students’ attention
Assessment?
• Test-based learning, also known retrieval practice, can be better way to direct students’ attention
• Feedback enhances the testing effect
• The trick is to ask them questions that require retrieval of the key concepts that constitute your learning outcomes.
• Testing, which is commonly conceptualized as an assessment tool, can be used as a learning tool as well
Retrival Practice • Aristotle wrote that ‘Exercise in repeatedly recalling a thing strengthens the
memory.’
• Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in cognitive sciences, 15(1), 20-27.
• Iii, H. L. R., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention.
• McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19(4-5), 494-513.
• Lyle, K. B., & Crawford, N. A. (2011). Retrieving essential material at the end of lectures improves performance on statistics exams. Teaching of Psychology, 38(2), 94-97.
• Larsen, D. P., Butler, A. C., & Roediger III, H. L. (2009). Repeated testing improves long‐term retention relative to repeated study: a randomised controlled trial. Medical education, 43(12), 1174-1181.
• Larsen, D. P., Butler, A. C., Aung, W. Y., Corboy, J. R., Friedman, D. I., & Sperling, M. R. (2015). The effects of test-enhanced learning on long-term retention in AAN annual meeting courses. Neurology, 84(7), 748-754.
External Stimulus ? • Boredom is a significant issue in higher
education
• A positive relationship between boredom and attentional problems
• Boredom is negatively related to motivation to learn, processing of information, and memory
• A strong association between boredom and cognitive-based mistakes
• A negative relationship exists between boredom and academic performance
External Stimulus ?
• However, boredom involves motivational, cognitive, and physiological factors that are difficult to define and measure
• External stimulus as a prevalent teaching strategy
A hook, trigger, attention getter/grabber, or anticipatory set
• These external stimuli capture students’ attention by touting the ability to increase arousal (decrease boredom), focus attention, and enhance learning and memory
External Stimulus
• Arousal theory - Curiosity
• Attention
• Learning and Memory
• Humor and Multi-media.
External Stimulus
• Rosegard, E., & Wilson, J. (2013). Capturing students' attention: An empirical student. Journal of the Scholarship of Teaching and Learning, 13(5), 1-20.
• Goodboy, A. K., Booth-Butterfield, M., Bolkan, S., & Griffin, D. J. (2015). The Role of Instructor Humor and Students’ Educational Orientations inStudent Learning, Extra Effort, Participation, and Out-of-Class Communication. Communication Quarterly, 63(1), 44-61.
Overall
• Even though it was disappointing at first, I
think that Flipping Classroom method can be
helpful.
• But we need an efficent way to make sure that
the students do their part of the work.
• Any suggestions?