Maureen Winn

HETI Nursing and Midwifery Portfolio

March 2016

Key Learning Outcomes Understand the concept of the flipped classroom

Identify when to use a ‘flipped classroom’ approach

Through discussion, apply a flipped classroom approach to a nursing/midwifery example

Analyse the potential benefits and stumbling blocks to use of the flipped classroom

There is an

Exit Survey at the end of this session Please complete

And then there is a record of participation

Enables us to send you a

Certificate of Participation

The Traditional Approach Think of the best teacher you have ever had…

Now:

Visualise where you were sitting

What was being taught

Was there a handout?

Did you need to do pre-reading?

Were you writing notes?

Was there an exam or assignment for the class?

How much do you remember?

Sage on a Stage I aspired to being as wonderful as Sr. Marilyn

Captured you and took you on a journey

You then had to decide how much further you wanted to explore……………NOTHING wrong with this; it worked.

BUT:

Our world is changing, even in the K-12 environment

There is so much information required to survive in the 21st Century

Is this the only way to learn?

Tradition

Teacher speaks

Student listens, writes notes

Receive background

Receive new information

Observe demonstration

Lecture or PPT

Homework/Study

Practise

Rote learning

Moving from one knowledge to many

How to meet the challenges of increasing knowing Go back to the ’60s:

Turn on, tune in – drop out!

Changes in learning mimic changes in TV:

Spoon-fed, sit down and watch this now

Video/DVD recording; watch later

On demand, when it suits you; binge or a tinge

Able to pick and choose, anywhere, anytime

Rapid Movement vs. Resistance

Roger’s Bell Curve

What could be….. Learner has an active and equal role to that of the

facilitator

Learning is personalised

Individual and group help is a focus

Time spent in a didactic approach is used differently: Digital presentation (of quality)

Video

Podcast/Vodcast

Blog

Website review

Journal article

What suits the learner At home component is at the convenience of the learner

Day/night

During travel, meal break

During the class time (Pre quiz)

Game show

Role play

Empowering

Sharing – discussion; learning points

Learner – led discussion

Life-long learning approach

After the classroom Post quiz

Problem sets

Assignments

Reflection

Projects

So, when to flip? When you want the learner to be more involved

Access what the learner can bring to the room/group

Include varied technologies/activities

Poll Questions for those online: Have you used a ‘flipped classroom approach?

From your experience, what session/course worked well using a ‘flipped classroom’ approach?

When using (thinking about using) a flipped classroom approach, please share 2 tips for success

When using (thinking about using) a ‘flipped classroom’ approach, are there any cautions you would like to share?

How do you help facilitate clinicians who are reluctant to read/view required material prior to the session?

New Modes of media iPhone / Tablet / PC / MAC

Apps

Blogs

Instagram

FaceBook

Twitter

Internet host

YouTube

TEDx

a ‘good’ mix of technologies and interactions, resulting in a

socially supported, constructive, creative and

collaborative, learning experience

Think about what is your/THEIR learning end-product

Once you have a clear idea of what the learner wants/needs to learn… think about how you achieve it

Blooms’ revised taxonomy helps word this

Guide on the side Redefining the focus

Empowering for life-long learning

Exam versus understanding how to acquire learning, apply and change as required

Story, vignette, experience

Ask learners first: Set the scene to find out where there may be gaps for this

group of learners

Example: Neuro Assessment FLIPPED

What do they like best about using the GCS

Where are there conflicts when using the GCS

In this article/video/blog/app:

Tell the group 3 things that you thought were key learning points

Tell the group if you have an issue with any of the material presented; agree / disagree / missing info’?

Wilson LO; http://thesecondprinciple.com/teaching-essentials/models-teaching/the-flipped-classroom/

Preparation:

• Check for learner motivation • Tech savvy or tech happy? • Locate quality online information as pre-class work or ??

Plan the session: Discussion with prompts; and / or

Role play; and / or

Quiz; and / or

Review Guideline / chart for improvement

Tell a story

Summary

Example: Neurological Assessment Learners decide what issue they would like to discuss…and

WHY

Example – Neurological assessment using the GCS

1. Pre reading Judith Ski-Lower or PPT

2. Glasgow Coma Scale at 40 | The new approach to Glasgow Coma Scale assessment: https://www.youtube.com/watch?v=v6qpEQxJQO4

3. Pre-Quiz

(not just pre-reading but an applied approach in the session time is required)

The real session Anatomy and Physiology from PPT – answer questions

Journal article: Key messages

Outstanding issues

Focus on issues that take up time and need time Set the scene: a patient vignette

Set the scene: a learner issue

Role play

Review guideline

Outcome is…?

In summary: Blended Learning and one aspect is the Flipped Classroom… I have an understanding of the concept of the flipped

classroom

I have a good idea of when to use a ‘flipped classroom’ approach

Through discussion, I have seen how I could apply a flipped classroom approach to a nursing/midwifery example

I can leave this session more aware of pros and cons when using a flipped classroom approach

Next Webinar: 27th April Scaffolded Learning

Survey and Certificate In room Exit Survey will be open for another 10 minutes

Please complete NOW

Then – you will receive a certificate of participation

(Remember to give email addresses of those educators present with you so they receive their certificates)