FLIPPING THE CLASSROOM

Brenda Adrian, Instructional Technology

Julie Sievers, Center for Teaching Excellence

Angel Tazzer, Instructional Technology

Margy Warner, Library

Strategies for Covering the Content While

Increasing Active and Higher-Order Learning

Why Flip?

Because everybody

is doing it?

wait . . . that can’t be right

REASONS TO FLIP

Deepen students’ knowledge and move to

higher-order skills

Make the best use of your skills as instructor

Take the pulse of the class – early and often

Interact more with students

Stay on your toes

MYTHS ABOUT FLIPPED CLASSROOMS

It’s all about the videos

You have to flip your entire class

Students will love not having lectures in class

It’s just the latest trend

There’s only one way to flip a classroom

It’s a way to replace faculty

Students won’t do out of class work

FLIPPING THE CLASSROOM

Students learn new content outside of class

Readings

Video

Podcasts

Students review or apply new content in class

Quizzes

Discussion

Collaborative Assignments

PEER INSTRUCTION (PI)

Developed by Eric Mazur in the early 1990s

Presentation of a topic in Peer instruction ~ 15 Minutes

Mini – Lecture 7 – 10 minutes

Question Posed 1 minute

Students given time to think 1-2 minutes

Neighboring students discuss their answers 2 – 4 minutes

Students record / report reviewed answers

Feedback to Teacher: Tally of Answers

Explanation of the correct answer

Source: http://www.compadre.org/perug/guides/section.cfm?G=Peer_Instruction&S=What

JUST-IN-TIME TEACHING

Process is Repeated with Next Class

Instructor Clarifies Common Misunderstandings During Class

Instructor Reviews Students’ Assignment Prior to Class

Students Submit a Reading-Based Assignment Online

Students Complete a Pre-Class Reading Assignment

PEER INSTRUCTION: DR. ERIC MAZUR

http://www.youtube.com/watch?v=lBYrKPoVFwg&feature=

share&list=UUb8MCK0KpefTuXlCsWzPBiA

TABLE DISCUSSIONS

At your tables, discuss the following questions for 10 minutes.

1. Have you tried any of these models? If so, what worked well,

and what didn’t?

Pre-class videos/screencasts

Pre-class readings

Peer learning

Just-in-time teaching

2. Which models are you interested in trying, and why?

GETTING STUDENTS TO DO THE PREP

4 STRATEGIES

1. Sell it

2. Give them a purpose / focus

3. Hold them accountable

4. Stop lecturing the readings / videos

5. All of the above

1. SELL THE PREP

Explain purpose, value, relevance

Pitch the pedagogy

Appeal to their grade concerns

2. GIVE THEM A PURPOSE OR FOCUS

Introduce / Frame it

Focus their attention

Explain what they’ll need to do with it

Provide guiding questions

Assign homework over it

3. HOLD THEM ACCOUNTABLE

Quizzes

Frequent & regular

Homework

Notes, summaries, abstracts & outlines, concept maps, or mind maps

Answers to study, reading, or end-of-chapter questions

Solutions to problems

Writing-to-learn exercises (journaling, reflection, analysis, blogging)

Application

In-class problem-solving or written exercises

Problems

Mind dump

Reading/viewing response mini-essay, summary, or paraphrase

Minute paper

Concept or mind map

Oral performance

Random calling

Students bring questions, call on other students to answer

Recitation sessions – simple to higher-order questions

Socratic method

debates, panels, press conferences, role plays, simulations

Grade, but not in time-intensive ways

One-four-point scale

No need for feedback

Grades need to count towards final grade (more than 5%, up to 20%)

4. STAND YOUR GROUND

Don’t lecture the readings / videos / prep

Extend, update, clarify . . . but don’t repeat

TABLE DISCUSSIONS

At your tables, take 10 minutes to discuss the following questions

In the past, what strategies have you found most effective for

motivating students to prep for class? What have you tried that

did not work?

Of those listed, which strategies hold the most potential for your

courses?

OOpen Educational Resources

Margy Warner

“We are excited about the growth of school models that blend

the best of face-to-face and digital instruction to personalize

learning for students.”

Stacy Childress, Deputy Director of Innovation, Bill and Melinda Gates Foundation

“But how do most teachers figure out what’s available and

right for them? There’s not yet a good answer to this

question.”

2012 Annual Letter From Bill Gates | Bill & Melinda Gates Foundation

FACULTY SERVICES, TOOLS &

RESOURCES

COPYRIGHT CRASH COURSE

✩Copyright Crash Course

http://copyright.lib.utexas.edu/

Online Tutorial will help you learn about

how ownership of copyrighted materials

works.

Learn about Fair Use

Learn how to use a Creative Commons

license

OPEN/FREE EDUCATIONAL CONTENT

There are many, many sources for free/open academic

content.

●Open Content Repositories

●Higher Ed Sponsored Open Courseware

●Random Academic Resources – videos, lectures, images,

podcasts….

OPEN CONTENT REPOSITORIES

http://www.oercommons.org

✩ The OER COMMONSWorldwide learning network of shared

teaching and learning.

OPEN CONTENT REPOSITORIES

HIGHER ED SPONSORED OPENCOURSEWARE

(OCW)

RANDOM ACADEMIC RESOURCES – VIDEOS,

LECTURES, IMAGES, PODCASTS….

CLASSROOM ACTIVITIES

Creative Approaches to the Syllabus Tona Hangen

WHAT TO DO WITH CLASS TIME?

One example:

Eric Mazur, Physics,

Harvard University

peer instruction over

challenging

questions, with

clickers

ACTIVE LEARNING ACTIVITIES

informal group learning

activities

group problem solving

think / pair / share

ConcepTests / peer

instruction

Jigsaw

structured / academic

controversy

group investigation

formal group learning

activities

team-based learning

inquiry-guided learning

problem-based learning

project-based learning

discussions

small group

whole group

simulations, role playing,

and games

writing-to-learn activities

freewrites

peer review of drafts

one-minute papers

mock tests

case studies:

discussions or analyses

service learning & civic

engagement activities

undergraduate research

guest speakers

student presentation

activities

debates

panel discussions

expert individuals or teams

symposium

THINK, DISCUSS

Take 3-4 minutes and write down the classroom activities that

have worked best for you in the past. Why were they effective?