Using a flipped classroom to achieve learning
1
Using a Flipped Classroom to Achieve Learning (Avoid the Flops) Salvador Bondoc, OTD, OTR/L, FAOTA and Valerie Strange, MS, OTR/L Department of Occupational Therapy, Quinnipiac University, Hamden, CT Why Does it Work? Pre-class: • Students are accountable • Students can pace their own learning, plan ahead • Priming effect through low level learning (e.g., know, be aware) In Class: • Everyone thinks, listens, speaks, participates • Students collaborate to problem-solve with higher order thinking After Class: • Encourages reflection to improve communication/delivery of content • Students can revisit, review content at their own pace To Learn More…. • Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. Education Digest, 78, 1, 36-41. • Critz, C. & Knight, D. (2013). Using the flipped classroom in graduate nursing education. Nurse Educator, 38 (5), 201-213. • Educase (2012). Seven things you should know about flipped classrooms. • King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41, 1,30-35. • Moffett, J. (2014). Twelve tips for “flipping” the classroom. Medical Teacher, 1-6. • Pierce, R. & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76 (10), 5. Figure Out which topics to Flip; start small Locate/ create a resource for out-of-class activity Incentivize students to complete the work Process concepts and apply content in- class Create TechSmith Recordings YouTube, CD/ DVD Recordings, Tutorials Use Guide Questions to prompt Reflection at Critical points Media Based Resources Web Games: Anatomy Arcade Mobile Apps: iMedical Apps Pocket Brain Product Review Exercise related to Learning Digital Based Resources Collaborative: Blogs, Wikis, Google Docs Self-Directed: FlashCard App, Terminology List, Low-stakes Test Pre-class Tasks Case Analysis/ PBL Debate/Critique Presentations/ Group work Cooperative learning – Jigsaw Responseware, Polling Technology In-class Activities Why Does it Flop? Students: • When they perceive that they “have to teach ourselves” • Duplication of efforts may be viewed as busywork • Incentives become extrinsic motivators Faculty: • Do not provide immediate feedback to students • Lack of follow-through from faculty • Higher order thinking takes place outside of class vs. inside of class (limited opportunity to role-model) • Inadequate planning • Taking on too much at once What is it? Flipping the classroom, also known as, inverted teaching is a teaching approach where traditional delivery of content is conducted outside of the classroom and assignments that require higher order thinking and doing are completed in the classroom. Create FAQs Supplemental learning Assessment of learning Provide external resources for discovery learning Sharing of resources Post-class Tasks
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Transcript of Using a flipped classroom to achieve learning
Using a Flipped Classroom to Achieve Learning (Avoid the Flops)
Salvador Bondoc, OTD, OTR/L, FAOTA and Valerie Strange, MS, OTR/L
Department of Occupational Therapy, Quinnipiac University, Hamden, CT
Why Does it Work? Pre-class: • Students are accountable • Students can pace their own
learning, plan ahead • Priming effect through low level
learning (e.g., know, be aware) In Class: • Everyone thinks, listens,
speaks, participates • Students collaborate to
problem-solve with higher order thinking
After Class: • Encourages reflection to
improve communication/delivery of content
• Students can revisit, review content at their own pace
To Learn More…. • Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture.
Education Digest, 78, 1, 36-41. • Critz, C. & Knight, D. (2013). Using the flipped classroom in graduate nursing education.
Nurse Educator, 38 (5), 201-213. • Educase (2012). Seven things you should know about flipped classrooms. • King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41,
1,30-35. • Moffett, J. (2014). Twelve tips for “flipping” the classroom. Medical Teacher, 1-6. • Pierce, R. & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped
classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76 (10), 5.
Figure Out which topics to Flip; start
small
Locate/ create a
resource for out-of-class
activity
Incentivize students to complete the work
Process concepts and apply content in-
class
Create TechSmith Recordings YouTube, CD/DVD Recordings, Tutorials Use Guide Questions to prompt Reflection at Critical points
Media Based
Resources Web Games: Anatomy Arcade Mobile Apps: iMedical Apps Pocket Brain
Product Review Exercise related to Learning
Digital Based
Resources Collaborative: Blogs, Wikis, Google Docs
Self-Directed: FlashCard App, Terminology List, Low-stakes Test
Pre-class Tasks Case Analysis/
PBL Debate/Critique Presentations/Group work
Cooperative learning – Jigsaw Responseware, Polling Technology
In-class Activities
Why Does it Flop? Students: • When they perceive that they
“have to teach ourselves” • Duplication of efforts may be
viewed as busywork • Incentives become extrinsic
motivators Faculty: • Do not provide immediate
feedback to students • Lack of follow-through from
faculty • Higher order thinking takes
place outside of class vs. inside of class (limited opportunity to role-model)
• Inadequate planning • Taking on too much at once
What is it? Flipping the classroom, also known as, inverted teaching is a teaching approach where traditional delivery of content is conducted outside of the classroom and assignments that require higher order thinking and doing are completed in the classroom.
Create FAQs Supplemental learning Assessment of learning Provide external resources for discovery learning Sharing of resources
Post-class Tasks
