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Flipping the Classroom

Michael Garner, Solutions Engineer Monday 30th June 2014

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What is Flipping the Classroom

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What is Flipping the Classroom

http://www.knewton.com/flipped-classroom/

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What is Flipping the Classroom

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What is Flipping the Classroom

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Why do it?

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• Item 1 ++

Active Learning

• Active learning involves students in doing things and thinking about what they are doing. This can include discussing, critical thinking, solving problems etc. Many studies indicate that students learn better from active rather than passive learning. Active learning strategies result in meaningful learning for the learner and thus are an important component to consider when developing a unit of study.

University of Sydney

Active Learning

Active learning methods are an effective way to:

• motivate and engage students in the topic or area of study

• encourage them to acquire self-directed learning skills

• develop their research & critical thinking

• develop skills in problem identification and solution, or community-engaged learning to prepare students for real work contexts

• help them to understand the processes involved in the ongoing construction of knowledge in their field of interest.

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Why do it?

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Why do it?

1.Development of life-long learners

2.Increased engagement with material

3.Increased interactions between students and educators

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How does it work?

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How does it work

• There is no single model

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How does it work

The Flipped Classroom is NOT

• Just online videos

• About replacing teachers with videos

• An online class

• Students working without structure

• Students working in isolation

• A recording of last semesters full length lecture

• Students spending the entire class online

The Flipped Classroom is

• A means to increase teacher contact time

• An environment that increases student responsibility

• Blending of direct instruction and constructivist learning

• Individualised or differentiated learning

• A class where absent students won’t fall behind

• A class where all students are engaged in their learning

Experiential Learning Cycle

But what do we do with f2f time?

Experiential Engagement: The Experience

Concept Exploration: The What

Meaning Making: The So What

Demonstration & Application: The Now What

Class Activity

Consider some ideas for what Phase 1 – Experiential Engagement may look like in your teaching?

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So who’s doing it?

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So who’s doing it?

Reason for adopting

• Graduates were not equipped with the requisite skills for professional practice,

• Curriculum lacked authentic contexts

• Engagement and retention

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So who’s doing it?

Planning

• How would it work form a pedagogical perspective

• How to maximise active learning opportunities

• Extensive content development

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So who’s doing it?

Engagement Strategies

• Creating lectures around a narrative of how engineers utilies various skills

• Frequent online engagement with students

• Clear expectations of student participation

• Assessment weighted appropriately to emphasise teamwork and time management

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So who’s doing it?

Conclusion

• Only way to – increase authenticity in the curiculum– Cerate opportunities for learner engagement

• Freeing up time in classroom for active learning by– Placing core content online– Setting expectations for Learners

• Time and Expertise must be considered for initial implementation and ongoing “tweaking”

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What are the implications for Learning & Teaching

• Role change for instructors

• Role change for students– passive to active participants in the education process– more of the responsibility for learning

• Fosters a a distinctive shift in priorities from merely covering material to working toward mastery of it

• Increased time for delivery

• Content development

• Professional Development for staff

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Technologies supporting flipped classroom

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What does the future hold?

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What does the future hold?

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What does the future hold?

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Extending Professional Development Capability

• Experienced in-region capability to assist with– Educational Strategy– Functional training and adoption

Tips & Tricks for first time flippers

• Be mindful of how you pitch the flipped classroom to students

• Use technology to increase, not decrease, interactions with students

• Use student feedback and analytics to refine your flipped teaching strategies

• Share ideas and solicit input from your fellow instructors about your flipped class

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Questions to ask yourself

• Was there an experiential component?

• Was it engaging?

• Was it an authentic, relevant, learning experience?

• Did it facilitate critical, reflective thinking?

• Did the learning activity change behaviour or thinking?

Class Activity

Break into Groups and consider;

• 3 benefits to your teaching

• Example of a topic you might flip and ideas on how you might tackle it?

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Thankyou

Michael Garner

Michael.arner@blackboard.com