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Flipping the Lecture Classroom: Making the Most of Student Time Michelle Pacansky-Brock @brocansky www.TeachingWithoutWalls.com
Emily Streutker
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Audio: •Your computer speakers (or headphones) provide the audio. •Closing other programs can improve your audio. •We recommend using an updated version of Flash. Troubleshooting: •Closing browser and rejoining event often corrects technical issues.
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Tips for Participating in Adobe Connect
Participation Tips
Use the General Chat to: •Introduce yourself; •Share questions or comments; •Communicate a technical issue.
Interactivity: •We will use polls and additional chats throughout the event for interaction.
Slides & Handouts: •Download PPTs from Slides & Handouts pod. Evaluation: •Link and instructions provided at the conclusion of today’s event. •Chance to win FREE Flex Passes & a Site License for your school!
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Michelle Pacansky-Brock
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Best Practices for Teaching with
Emerging Technologies
Introduction: The Flipped Classroom
By Michelle Pacansky-Brock
http:www.teachingwiththemergingtech.com
Flipping the Lecture Classroom: Making the Most of Student Time
Flipped Classroom ePortfolio: A Community College Teaching Experiment
by Michelle Pacansky-
Brock
http://tiny.cc/flipcc
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Poll
Which of the following best describes your role? A. Faculty B. Non-Instructional Staff C. Administrator D. Consultant E. Other
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Poll
Which of the following best describes your institution? A. Higher Ed: 2 Year B. Higher Ed: 4 Year C. K-12 D. Corporate
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Poll
Which of the following best describes your interest in attending this workshop? A. I want to understand what it means to flip your
classroom. B. I have learned about flipping the classroom online and
am intrigued to know more. C. I’m seeking strategies to try flipping my own class. D. I have flipped my class already. E. I’m interested in learning more about it to support my
colleagues’ efforts to flip their classroom.
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Objectives
• Provide a brief overview of the flipped classroom concept.
• Discuss how and why I flipped my classroom. • Provide examples of learning activities that
support this model. • Share student survey results about the flipped
classroom experience. • Demonstrate how to create a VoiceThread to
use in a flipped classroom. 12
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Outcomes of a Flipped Classroom
• Increased interaction in the classroom.
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Outcomes of a Flipped Classroom
• Increased interaction in the classroom. • Students view learning as their goal, rather than
completion of assignments.
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Outcomes of a Flipped Classroom
• Increased interaction in the classroom. • Students view learning as their goal, rather than
completion of assignments. • Instructor Role Changes
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Outcomes of a Flipped Classroom
• Increased interaction in the classroom. • Students view learning as their goal, rather than
completion of assignments. • Instructor Role Changes
From presenter of content learning coach
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History of the Flipped Classroom
• Informed by the video revolution in the late 2000s (cloud-based apps, YouTube, etc.)
• Early users of the term were Jonathan Bergmann and Aaron Sams, AP chemistry teachers in Colorado
• Made popular through the Khan Academy • Twitter hashtag: #flipclass
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How?
• Online delivery of lecture-based content.
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How?
• Online delivery of lecture-based content.
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How?
• Online delivery of lecture-based content.
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Classroom Time
Traditional Format
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Image adapted from the work of Laurie Burruss.
Classroom Time
Flipped Format
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Image by Nick Kastner, used with permission.
Discussion
• If you were a student, share one advantage mobile lectures might bring to your learning experience.
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Discussion
• If you were an instructor, share one challenge mobile lectures might present for you.
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“Untethered Learning”
Julie Evans, Project Tomorrow
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“Era of Participation”
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Image by Nick Kastner, used with permission.
Participatory Learning is Commonplace
“Since the current generation of college students has no memory of the historical moment before the advent of the Internet, we are suggesting that participatory learning as a practice is no longer exotic or new but a commonplace way of socializing and learning. For many, it seems entirely unremarkable.” The Future of Thinking: Learning Institutions in a Digital Age by Cathy N. Davidson and David Theo Goldberg withZoë Marie Jones. From the John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. MIT Press: Cambridge, Massachusetts, 2009.
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More deep learning?
“Deep learning– learning associated with higher-order cognitive tasks– is typically contrasted with rote memorization. Memorization may help students pass an exam, but it doesn’t necessarily expand students’ understanding of the world around them, help them make connections across disciplines, or promote the application of knowledge and skills in new situations.” The Heart of Student Success http://www.ccsse.org/
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My Class
• Introductory History of Women in Art course • Community college • Max class size: 40 • Diverse student population: ESL, International
Students, Cognitive Challenges. • Mix of Levels: art history major, art majors,
students fulfilling transfer credit with no art interest or experience.
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The Institution
• Large community college (serves 20,000+ students)
• No instructional design support • Access to course management system • Access iTunes U
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My Content Development
• Had been teaching this class online for two years in a course management system.
• Goal was to adapt online course design for F2F, flipped format.
• Leveraged the mobile lectures and PDFs for my online class.
• Maintained the summative assessments from the F2F format (with minor adaptations).
• Needed to develop: – Pre-class formative assessments – In-class activities
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My Questions
• How would mobile lectures affect my students’ learning? • How would “choices” affect student learning? • Would students do the work? • Would this model take more time for me? My students? • How would I spend classtime with them? • What would their/my experiences be like? • Would the class demand too much technology skills? • What would the effect be on retention and student
success?
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Poll
How would you feel as an instructor embarking upon this experiment? A. Excited B. Curious C. Scared D. Expecting it to fail
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Instructional Design
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Mobile Lectures Already Developed
Listen or Read
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How will I ensure my students have completed the work before class?
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How will I ensure my students have completed the work before class?
•Develop formative, pre-class assessments
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Peer-to-peer, participatory learning
Web-based application No cost to student
Provides conversations around media Comments in voice, video or text
VoiceThread logo used with permission.
Poll
Which best describes your experience with VoiceThread? A. I am unfamiliar with VoiceThread. B. I have seen a VoiceThread. C. I have commented in a VoiceThread. D. I have commented in and created a
VoiceThread.
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VoiceThread Feedback
• “I liked the voicethreads the best because it helped make me think in other ways and get different perspectives from my fellow students.”
• “…created an environment for people to do well who don’t always do best in a classroom environment if they’re afraid to talk in class or if the class is run by a group of students who dominate the conversation.”
• “…helped me to really understand the content we were learning and also get feedback from other students and from our professor as well.”
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How was class time used?
• Before Class – Review the VoiceThread, take detailed notes, identify problem
areas and strengths. • During Class
– Show VoiceThread. Facilitate a discussion leveraing my notes. – 30-Minute Discussion of the VoiceThread with personalized
facilitation and clarification as necessary. – Multiple Small Group image analysis (compare/contrast). – Large Group discussion of analysis. – Additional Activities: movies, one field trip, Wiki Challenge, call a
friend poll.
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Additional Classroom Activities
Objective: Identify the dearth of female artists included in traditional versions of the history of western art.
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Objective: Identify the dearth of female artists included in traditional versions of the history of western art.
How can I have students actively construct this knowledge?
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Call a Friend Poll
Objective: Identify the dearth of female artists included in traditional versions of the history of western art.
How can I have students actively construct this knowledge?
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Course Objective: Identify and discuss significant accomplishments and life events of selected women artists.
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The Wiki Challenge
Course Objective: Identify and discuss significant accomplishments and life events of selected women artists.
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Wikis: collaborative construction of knowledge
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Wikis: collaborative construction of knowledge
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Wikis: collaborative construction of knowledge
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Study This!
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Questions? Up Next: Student Survey Results
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End of the Semester Study Survey Results 27 Respondents
(77% response rate)
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7% Increase in Success 7% Increase in Retention
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Overall, how would you describe the quality of your learning experience in this class?
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The amount of technology used in this class was manageable.
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Having the option to read or listen to a lecture increased my ability to achieve the learning objectives.
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When given the option to read or listen to a lecture, which option did you choose?
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Why did you choose this lecture format?
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The variety of learning materials played a role in helping me reach the course learning objectives.
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This class helped me understand how I learn best.
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By completing the lectures outside the classroom, the time we spent in class was more relevant to my own learning.
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Student Interview
Listen to the full 20-minute interview at: http://youtu.be/cgyH_QpoDG8
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by Sumo Science Used with permission Viewable online: http://youtu.be/CD7eagLI5c4
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Best Practices for Teaching with
Emerging Technologies
Introduction: The Flipped Classroom
By Michelle Pacansky-Brock
http:www.teachingwiththemergingtech.com
Questions? Up Next: VoiceThread Demo
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Final Thoughts
• Evaluations • Certificates of Participation
– Completing an Evaluation enters you in our free Flex Pass and Site License raffle
– Winners drawn March 25 and May 17
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Upcoming Events
• Instructional Design/Universal Design for Online Classes | Tiffany Herder & Tina Stavredes
• Understanding and Promoting Student Engagement in Today’s College Classroom | Elizabeth Barkley
• Facilitating Learning that Lasts | Shelley Chapman • Online Discussions: Promoting Individual
Student Learning While Saving You Time and Trouble | Heather Miller
www.WileyLearningInstitute.com
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Winter & Spring 2013 event information www.WileyLearningInstitute.com
