Is the Flipped Classroom Appropriate at the University Level?
Thomas J Francl, MBA, CMA National University April 10, 2014
Slide 3
Presentation Objectives What is a flipped classroom? Why even
talk about it? Who has flipped their classes? When should we do it?
Where can we do it? How do we begin?
Slide 4
The Traditional Classroom Lecture Material presentation Q &
A Check for understanding Homework Practice, practice, practice
Projects Research, presentation Q & A Review Quiz Test
retention, understanding Short attention span 9 PM zone out
Solutions? Stand up comedy Participation points
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Initial Venture into Flipping The Opportunity Staffing two,
2-week MBA introduction classes Classes offered over 15 times a
year Staffing is a burden Material, Presentation is boring Automate
the delivery! Increase class sizes Reduce expenses & staffing
headaches
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Flipped Learning Example of using avatars & scripted
voices
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ACC501 A CCOUNTING F UNDAMENTALS Introduction Module Objectives
Review Course Outline Download & print it! Describe Course
Design 6
Slide 8
Flipped Learning Example of hiring a professional voice
over
Slide 9
Accounting Definitions Definition Process of identifying,
measuring, and communicating economic information about an entity
so that users of that information can make informed judgments and
decisions. Financial Accounting Preparation of financial statements
for external users Management Accounting Preparation of economic
reports only for the entitys internal personnel 8
Slide 10
Flipped Learning Fast forward one short year Ignored the
staffing & cost cutting but spruced up the delivery Flipped
2.0: Two Management Accounting classes Focused on real student
learning
Slide 11
Flipped Learning Nationwide Initiatives: Started in a Colorado
high school Initial adoptions in elementary & high school
University experimentation Not a MOOC concept! Resources:
FlippedLearning.org FlippedClassroom.org
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Flipped Learning Flipped Learning is a pedagogical approach in
which direct instruction moves from the group learning space to the
individual learning space, and the resulting group space is
transformed into a dynamic, interactive learning environment where
the educator guides students as they apply concepts and engage
creatively in the subject matter. The Flipped Learning model
deliberately shifts instruction to a learner-centered approach
where class time is dedicated to exploring topics in greater depth
and creating rich learning opportunities. Students are actively
involved in knowledge construction as they participate in and
evaluate their learning in a manner that is personally meaningful.
2014: Flipped Learning Network
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The Flipped Classroom Student Responsibilities: View video
lecture eCollege, private YouTube Take brief quiz repeats OK, and,
yes, theyre graded Draft the homework exercises Respond to Threaded
Discussion Questions ON THEIR OWN TIME!
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The Flipped Classroom 2.0 Class Meetings: Open forum for
student questions Break into separate chat rooms, classroom groups
Students are to discuss homework solutions Can display printed
results (maybe) Peer-on-peer learning is powerful Each group is
presented with a discussion topic Debate a response, select a
spokesperson Make presentation to entire class Best Threaded
Discussion responses presented General Q & A Introduce next
topic
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The Flipped Classroom 2.0 Videos: Short, maybe 5 to 10 minutes
each Multiple videos per topic (chapter in book) Able to Pause,
Replay as desired Can be publisher supplied Can be automated Power
Points (aka Video) Better with instructors voice over (maybe)
Viewed when the student is ready to learn Quizzes: Brief quiz,
maybe one per video Purpose is to reinforce the material Open book
Repeat until 100% They are graded, multiple choice questions
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The Flipped Classroom 2.0 Flipped Format Notes: The focus is
placed on the LEARNING The instructor is just a FACILITATOR The
RESPONSIBILITY for learning is the students The student ends up
doing MORE WORK but loves it! The instructor is MORE INVOLVED in
their thought process Classroom discussion is at least one level
higher on the Bloom Taxonomy pyramid
Slide 17
The Flipped Classroom 2.0 Opportunities: Course designer needs
creativity, testing resources SPL can help with the technology
Slide voice overs dictate with Dragon Speaking then record &
paste audio clips onto slide Adjuncts need to be trained On-site
class length Grading structure to evaluate learning progress &
success
Slide 18
Student feedback Professor Francl is a great teacher who truly
cares for his students. It was great being in his class. I like how
he had break out rooms for us to go in and work together on
discussion for the class. The "flipped" learning was quite
efficient. Forcing ourselves to learn and bring our questions to
the chat sessions was a great format. Enjoyed and most useful. The
format Prof. Francl is using is great. Instead of having to sit in
the lectures and listen to him read slides, we actually ask
questions and interact. It works very well. There are videos we
watch to review the slides/chapter detail.
Slide 19
Presentation Objectives What is a flipped classroom? Why even
talk about it? Who has flipped their classes? When should we do it?
Where can we do it? How do we begin?
Slide 20
Lets all Flip Out! Reference: www.jrit-nu.org www.jrit-nu.org
Journal of Research in Innovative Teaching Resources:
FlippedLearning.org FlippedClassroom.org My address:
[email protected]
