Using Flipped Learning in the College Classroom

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4/23/13 Using Flipped Learning in the College Classroom | Karenzo Media

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Using Flipped Learning in the College Classroom

Posted on April 3, 2013 by Kaz Silvestri

(https://reader009.{domain}/reader009/html5/0406/5ac6ed39de1f6/5ac6ed3b481f3.jpg)As thein the Learning Center at Robeson Community College, I was asked to develop a workshop forfaculty. I chose to offer this professional development opportunity on Flipped Learning. I did soin part because I was using flipped lessons out of necessity in my own class.

Most community colleges are leaning towards blending reading and writing classes into oneclass. At our college, these courses are taught as hybrids and last 8 weeks. I feel it is important tospend a lot of one on one time with developmental (remedial) students, so I began using thehybrid portion of the class to deliver my lectures and the face-to-face time in the classroom

actually practicing the concepts and working with the students. I had no idea that what I wasdoing was called in academic circles Flipped Learning or Flipping the Classroom.

Flipping a classroom is becoming increasingly popular in many academic arenas from primaryschool to university. In traditional modes of instruction, the teacher delivers a lecture, providessome brief in-class practice, and then assigns homework.
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By flipping the class, also called Flipped Learning, the instructor provides students with lessoncontent (lecture) before class and uses class time to practice concepts (do homework). Students alsare able to participate in learning activities with the instructor present to help them.

If youd like to know how Flipped Learning started, here is a good video from 60 minutes

interviewing the originator of flipped learning and showing a flipped classroom in action.

60 minutes video on YouTube 13:27 minutes

http://youtu.be/zxJgPHM5NYI (http://youtu.be/zxJgPHM5NYI)

Advantages of Flipping a Lesson
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Makes learning the focus rather than teachingEncourages independent learningEnforces accountability and critical thinkingProvides more time for individual assistanceProvides more opportunities for differentiated learningMaximizes use of time in the classroom

Resources

Power Points already usingLearning Object Repositories

Many teachers already use Learning Objects whether they realize it or not. Basically, a learningobject consists of instructional content, practice, and assessment of a single learning objective.One example might be a learning object on Sentence Fragments.

When flipping a lesson, you are essentially offering the instructional content (IC) of the learning

object (LO) BEFORE the actual class.

What type of lesson to Flip

Many educators feel that lessons that entail hands-on application where students may needindividual help work the best with this type of instructional strategy. As my students learn toactively read and write paragraphs, summaries, and essays, this type of strategy works well. I amable to use class time to model active reading and circulate the room and offer help with formingthesis statements, essay structure, grammatical issues, etc.
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Timing the Flipped Lesson

Flipping a lesson does not have to be a total restructure of your classroom environment. It is alearning strategy that you choose when and where to incorporate. It may work great for somelessons and not so great for others. You dont have to flip your whole semester at one time. Startsmall with a single lesson!

The Process of Creating a Flipped Lesson

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1. Choose single learning objective2. Choose how to deliver instructional content (before class)

3. Choose method of assessing completion of instructional content4. Plan an in-class learning activity that supports and reinforces the objective.5. Offer feedback and assistance during activity.6. Wrap up with student reflection or other form of assessment.

Creating Instructional Content (tutorials)

Our college uses the Moodle learning platform, and you can upload videos right into Moodle ohost your videos at YouTube or Sophia (http://www.sophia.org/) (more on Sophia later). Thestudents are already required to go online to complete half of the class (in a hybrid) or all of the

class (fully online), so flipped learning works very well. Courses that are taught completelyoffline are also good venues for flipped learning as educators are encouraged more and more touse technology in the classroom.

With just about everyone having a smartphone these days, the majority of students have noproblem accessing the Internet and YouTube (http://www.youtube.com/) on their phones. Ipolled my classes and asked who could access YouTube on their phone, and every hand shot upAnd some of those students were struggling to navigate basic computer applications.
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If you know how to make your own videos, you can make your own or access thousands oflearning tutorial videos already available. You then link to videos or screencasts directly withinyour Moodle or Blackboard site by embedding video code or providing the link to your video.

Video (You Tube, School Tube, Camtasia (http://www.techsmith.com/camtasia.html))Screencasts (Sophia, Camtasia, Screen-o-matic)Podcasts (Voice Thread, Podomatic)

Personally, I like making screencasts rather than videos. They are much the same actually. Ascreencast simply records what is on your screen. You can choose to add audio or not. Since mosteachers use Power Points in the classroom, this a great way to go. Simply pull up your PowerPoint and go through it delivering your lecture as you would in class. Dont worry about umsand other missteps; these you have in your normal classroom delivery anyway, and they actualllet your personality show through. My students say they like the lectures with me just talkingnormally rather than the videos that are monotone.

Sophia.org is an online learning community that allows you to create tutorials (learning objects)in all kinds of formats. A typical Sophia tutorial will include a screencast lecture (ppt with audioa handout (pdf or word), a short lesson (use Google Forms or just directions to complete anassignment), and a quiz. Sophia allows you to create a quiz right in the tutorial.

Sophia also has a free screencast program, so you can record a screencast directly from Sophiaand it will be hosted there for free. I use a program called SnagIt(http://www.techsmith.com/snagit.html)to record screencasts and then I can upload myscreencast other places as well. SnagIt is only $29.99 for educators and has a lot of other reallycool tools.

Common Arguments Against Flipping

This is too much like homework, and students wont do it.

You are introducing a learning strategy to students that they may not be familiar with. Be patienIf they insist on calling the preview homework, let them. Some students (and teachers) find iteasier to think of it this way in the beginning.

For instance, Watch this video on YouTube and write down at least three comments or questionregarding the video. Come to class tomorrow with your comments/questions prepared todiscuss the video.

Sound like homework? Sure it does. No matter. Lets call it new homework. After a time,students will realize that the boring lectures are disappearing, class time is more interactive, andthe actual application of the material is happening IN the classroom rather than at home.

A lecture on video is just as boring to a student as a classroom lecture.

All lectures have the potential of being boring, whether in class or online. It is the personality ancreativity of the educator that gets the students attention.
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Most colleges already use a learning platform like Moodle or Blackboard. Your instructionalcontent can be a Power Point presentation rather than a video. You can upload your PPT directlyinto most learning platforms or you can save it at SlideShare.com.

Teachers report that faster-paced students were less bored and frustrated with the pacing of thewhole class. Slower-paced students felt like they had control over the lesson and were lessconfused and frustrated.[i](/Users/Enzo/Dropbox/blog%20posts/blog%20Using%20Flipped%20Learning%20in%20the%2

Some students dont have access to technology.

Not every tutorial is going to entail intensive technology. There are many different ways topresent the tutorial, just as there are many different ways of delivering on-campus instruction.

Almost all students have cell phones that they can access YouTube with or they can use thecomputer lab on campus.

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You can count on there being at least one student who has a technology issue. Decide ahead oftime how you will deal with that issue. Perhaps offer the student the option to view a DVD or

give them a flash drive that has the tutorial on it.

If all else fails, that student can be given a transcript of the video to read, but strive to make themresponsible for the original assignment.

Students are not going to do the work before class.

You will probably have some who wont do the work, as always. But when they come to classand other students are jumping into the project or the hands-on activity of the day, they are gointo wish they had watched that short video or whatever other instructional content (IC) activity
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you assigned. It only takes one or two times before students realize they are missing out.

I hear you saying, Well, some students wont care about that. True; but that is true with thetraditional lecture as well. You need to be prepared to step in and lead these students duringclass. Do not just let them sit there clueless. Send them to the side of the room and make themwatch the video, look up the website, whatever your IC was, and then allow them to jump intothe class activity.

Providing an Assessment

You can also check for completion of the pre-lesson by letting students know they will have aquiz the next day, or ask them to try out two or three of the problems they learned in the IC, orperhaps they can write a journal about the lesson, etc.

Hows it Going?

My hybrid students dont even know they are participating in flipped learning. What they doknow is that they enjoy coming to my class because they are not bored. We brainstorm and work

together during class. They have lost their fear of asking me for help because we are all workingtogether. I more or less fell into the flipped classroom by accident, but I cant imagine teachingany other way now.

I would love to hear if you are using flipped learning in your classroom and how it is working fyou.

References

Bruff, D. (2012, September 15). The Flipped Classroom FAQ. Retrieved March 4, 2013, from Center f

the Integration of Research, Teaching and Learning Network (CIRTL):http://www.cirtl.net/node/7788 (http://www.cirtl.net/node/7788)

White, R. (2012, June 30). How to Flip Your Classroom. Retrieved March 4, 2013, from HybridClassroom: http://hybridclassroom.com/blog/?p=819 (http://hybridclassroom.com/blog/?p=819)

Flipped Learning. Retrieved March 2, 2013. http://flipped-learning.com/?p=1073#more-1073(http://flipped-learning.com/?p=1073#more-1073)

The Innovative Educator. Retrieved March 1, 2013.http://theinnovativeeducator.blogspot.com/2012/12/why-flips-flop.html(http://theinnovativeeducator.blogspot.com/2012/12/why-flips-flop.html)
http://theinnovativeeducator.blogspot.com/2012/12/why-flips-flop.htmlhttp://flipped-learning.com/?p=1073#more-1073http://hybridclassroom.com/blog/?p=819http://www.cirtl.net/node/7788


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Using Flipped Learning in the College Classroom