Flip It: Get your students engaged

1. Flip It:Get your students engaged Thomas Little, ENG Janelle Heineke, SMG and CEIT October 7, 2013

2. Agenda • The what and why of flipping • Instructional design in groups • Report out and discussion • What you may think about doing differently • Tie-up and discuss

3. Why Flip? The active learning approach: • Forces students to think about themselves as learners. • Is more about knowledge and skills (intrinsic) and less about tests/grades (extrinsic). • Encourages students to be producers of knowledge rather than just information consumers/containers. • Prepares student for 21st century challenges.

4. Why does it work? • Empowers students. • Forces students to think about themselves as learners. • Creates independence and ownership of learning. • Fosters collaborative learning. • Encourages creativity. • Creates a rich learning environment inside and outside the classroom. • Fosters new skills – problem solving, critical thinking, etc.

5. Some Current Trends Movement toward: • Competency based versus knowledge-based education. • “Guide on the Side” versus “Sage on the Stage.” • Critical thinking versus specific content knowledge.

6. Bloom’s Keywords

7. Instructional design: where flipping fits in Backward Design • What do you want students to learn/be able to do (what and why): • At the end of the course? • At the end of each session? • Identify content to cover (what) • Select materials (what) • Select pedagogy (how) • Select technology (how)

8. Flipping Concept • Traditional • Flipped • Teacher instructs • Students take notes • Students follow guided instruction • Teacher gives assessment • Students have homework • Teacher instructs lesson at home (video/podcast/book/web) • Students work in class • Deeper understanding of concepts, application • Students receive direct support http://www.edtechtips.org/2012/09/18/flip-classroom-instruction-1/

9. Key Tip… Don’t lecture.

10. Preparation How to change a tire – change a flat car tire step by step http://www.youtube.com/watch?v=joBmbh0AGSQ

11. Assignment • Create a lesson (no lecture) for “changing a tire.” Goal: students should be able to change a tire without assistance. • Deliverables: • Pre-class preparation – what should they learn on their own? What format? • Assessment tool – what method to ensure compliance with the prep? • In-class facilitation: how will you use 60 minutes of class time? • What exercises can the students do in teams to reinforce the learning outcome? • How do you evaluate success at achieving the learning outcome? Through what method?

12. Report out • Pre-class preparation – what should they learn on their own? What format? • Assessment tool – what method to ensure compliance with the prep? • In-class facilitation: how will you use 60 minutes of class time? • What exercises can the students do in teams to reinforce the learning outcome? • How do you evaluate success at achieving the learning outcome? Through what method?

13. Assignment 2 • Identify a topic/lesson from your current course to flip • Choose one in your group to flesh out • Identify barriers/challenges – and what you might do to overcome them.

14. Things to consider • Keep the preparation work short and simple and to the point (not bulk replacements of the lecture) • Provide incentives for preparation (watching the video, etc.). Small percentage of grade. • Determine how “high-tech” you want to go; flipping does not require you to become a cinematographer! • Consider supportive technologies (such as clickers). • Use time in class for design problems in teams with shared results to identify best solutions.

15. Resources Arthur L. Robin, Behavioral Instruction in the College Classroom, Review of Educational Research , Vol. 46, No. 3 (Summer, 1976), pp. 313-354. Flipping at BU: http://www.bu.edu/phpbin/news-cms/news/?dept=666&id=59184 Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J ... edited by Paul R. Pintrich, Donald R. Brown, Wilbert James McKeachie, Claire E. Weinstein