Learning Through Doing: Models for Flipped PD...Practitioners Learning Through Doing: Flipped PD...
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Practitioners Learning Through Doing: Flipped PD Models for Adult Educators Duren Thompson, Program Coordinator UT Center for Literacy, Education and Employment http://tiny.cc/AAACE16flip
Transcript of Learning Through Doing: Models for Flipped PD...Practitioners Learning Through Doing: Flipped PD...
Practitioners Learning Through Doing: Flipped PD Models for Adult Educators
Duren Thompson, Program CoordinatorUT Center for Literacy, Education and Employment
http://tiny.cc/AAACE16flip
About Me
• Professional Development 18 yrs• Adult Literacy Ed/ESL• Systems change• Support growth• Tech as MEANS• Flipping PD ~ 4 yrs
CEHHS image
Instructional Technology programDept. of Ed Psych and Counseling
UTK College of Health, Education, and Human Services
About You
• Your professional role/focus
• What drew you to this session?
• Your experience with Flipped Learning
Guiding Questions
• What makes PD effective?
• What are the key elements of the Flipped Learning approach?
• What might flipped PD look like? (3 models)
• Comparing Outcomes
• Application to your contexts/needs
YOUR Professional PD experiences
“What elements make PD effective (good)?”
“What elements make PD ineffective (bad)?”
Effective Professional Development
• Hands-on, Active learning• Relevant, Contextual• Collaborative, Learning Communities• Longer duration, Multi-session• Multi-modal, Extended access (24/7)• Reflective evaluation, focus on outcomes(Desimone, L. 2011; Crispin, C., 2010; Kowalski, J. 2014)
“Job-Embedded PD”
What is Flipped Learning?
(Flipped Learning Network (FLN), 2014) www.flippedlearning.org/definition
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.
What would your typical class/PD session ‘look like’ to an outside observer?
Typical Face-to Face Class/PD Structure
Lecture/New Content
Practice/Understanding
Complex Cognitive Tasks
Typical In-Class Structure – K-12
Teaching for Rigor 2014 Marzano Research Labs
Lecture/New Content
Practice/Understanding
Complex Cognitive Tasks
IN Class: ‘Direct Instruction’ • Introduce new concepts• Demonstrate new skills & processes• Review homework in large group• Assessment
OUT of Class: ‘Homework’ • Practice problems/worksheets• Write essays• Read chapter/answer questions• ‘Study for tests’
“Traditional” Instruction
IN Class: ‘Direct Instruction’ • Introduce new concepts• Demonstrate new skills & processes• Review homework in large group• Assessment
OUT of Class: ‘Homework’/Application• Practice problems/worksheets• Write essays• Read chapter/answer questions• ‘Study for tests’
“Traditional” Instruction
Passive/Low Risk
IN Class: ‘Direct Instruction’ • Introduce new concepts• Demonstrate new skills & processes• Review homework in large group• Assessment
OUT of Class: ‘Homework’/Application • Practice problems/worksheets• Write essays• Read chapter/answer questions• ‘Study for tests’
Typical Instruction
Passive/Low Risk
Active/High Risk
Out of Class: ‘Focused Direct Instruction’ • Activate prior knowledge• Introduce new concepts• Demonstrate new skills & processes• Review ideas/previous concepts• ‘Intentional Content’
IN Class: Higher Level Cognitive Tasks • Practice problems/skills• Write/evaluate essays• Discuss/analyze readings• Apply to real-world contexts• Access teacher/peer support
Flipped Instruction
Passive/Low Risk
Active/High Risk
Out of Class: ‘Focused Direct Instruction’ • Activate prior knowledge• Introduce new concepts• Demonstrate new skills & processes• Review ideas/previous concepts• ‘Intentional Content’
IN Class: Higher Level Cognitive Tasks • Practice problems/skills• Write/evaluate essays• Discuss/analyze readings• Apply to real-world contexts• Access teacher/peer support
Passive/Low Risk
Active/High Risk
Compare: How do YOU do ‘Homework?’
Effective Professional Development
• Hands-on, Active learning• Relevant, Contextual• Collaborative, Learning Communities• Longer duration, Multi-session• Multi-modal, Extended access (24/7)• Reflective evaluation, focus on outcomes(Desimone, L. 2011; Crispin, C., 2010; Kowalski, J. 2014)
“Job-Embedded PD”
Effective PD & the FlipFour Pillars of the FLIP (Flipped Learning Network (FLN), 2014)
www.flippedlearning.org/definition
“flexible learning timelines” “variety of learning modes”
“meaningful learning” “learner-centered”
“intentional, relevant content” “maximize classroom time”
“reflective” “connect with other instructors”
• K-12 Math and Science• Post-secondary• Technologists (online video/class recording tools)
Current Flipped Approach Proponents
Aaron Sams Jon Bergmann Salman Kahn
• Late1800’s - Harvard Law School Casebook Method, Christopher Langdell
• Differentiated/Individualized instruction• Project-based learning• Active Learning
Flipped Approach NOT Really New
Research Basis for the Flipped Approach
• Empirical research in its infancy• Positive findings from anecdotal/action
research in K-12 and post-secondary• Solid research base for embedded concepts Differentiated, individualized,
learner-centered instruction
Project-based learning
Active Learninghttp://flippedlearning.org/research-reports-studies/
Three Models of Flipped PD
1. Online Event (3 hours over 40 days)
2. Enhanced Workshop (3 hours+ over 1 week)
3. Conference Session (1 hour+ over 2-3 wks)
https://flipping4literacy.wordpress.com/aaace2016/
Three Models of Flipped PD
1. Online Event (3 hours over 40 days)
http://lincs.ed.gov
Three Models of Flipped PD
2. Enhanced Workshop (3 hours+ over 1 week)
Three Models of Flipped PD
3. Conference Session (1 hour+ over 2-3 wks)
Three Models of Flipped PD
1. Online Event (3 hours over 40 days)
2. Enhanced Workshop (3 hours+ over 1 week)
3. Conference Session (1 hour+ over 2-3 wks)
https://flipping4literacy.wordpress.com/aaace2016/
Results – #1 Online Event
Pre-Work Completion
62%Follow Up Completion
72%
Results – #2 Enhanced Workshop
Pre-Work Completion
35%Follow Up Completion
48%
Results – #3 Conference Session
Pre-Work Completion
14%Follow Up Completion
0%
Implications for PD in Education
• Pre-work & Follow-up correlates to ⇑ PD time
• Public Accountability correlates to ⇑ PD effect
Implications for PD in Education
• Educators need support to Flip PD–Registration/accountability–Clear Expectations–Host/Funder support–Administrator/system support
How do we get this paradigm shift?
Connections to YOUR Practice
“What does this mean to you?”–“Could a flipped PD model be used for
your content?”
–“How could flipped PD be used in your program?”
–“As an attendee, is it possible for *you* to ‘flip’ a traditional PD session for yourself? How?”
Your Next Steps• “What is ONE important thing you will
take away from this session? “ • “What will you DO with this information?”
SHARE Your Next Steps
https://flipping4literacy.wordpress.com/aaace2016/
