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Using the Flipped Classroom Model in a college reading course

Using the Flipped Classroom Model in a college reading course. “ Revolutionizing Learning to Enhance Student Success.” . Topics covered in this presentation. Description of the study the flipped classroom p ositive flipped outcomes

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Using the Flipped Classroom Model in a college reading course

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  1. Using theFlipped Classroom Model in a college reading course “Revolutionizing Learning to Enhance Student Success.”

  2. Topics covered in this presentation • Description of • the study • the flipped classroom • positive flipped outcomes • instructional activities designed to achieve flipped outcomes • the course itself • the results of the study Brigham Young University Student Development & Center for Teaching & Learning

  3. Purpose of the Study Determine - • the degree to whichflipped classroom outcomes occurred in a college reading course (student survey). • the instructional activities that influenced those outcomes (student survey). Brigham Young University Student Development & Center for Teaching & Learning

  4. Definition of the Flipped Classroom Brigham Young University Student Development & Center for Teaching & Learning

  5. Students gain Fundamental Knowledge Prior to Coming to Class Brigham Young University Student Development & Center for Teaching & Learning

  6. So they can then Apply that knowledge in Class Brigham Young University Student Development & Center for Teaching & Learning

  7. Contrast with Traditional Model Traditional Pre Class In Class Post/Pre Class Students receive feedback on HW a day or week later (not in real time) Students prepare for lecture Instructor lectures on mostly pre class material Students- apply lecture thru HW prepare for next class Flipped Pre Class In Class Post/Pre Class Students are held accountable to learn new course material Class debriefs pre-class work Instructor provides real-time feedback on inclass assignments Students- finish inclass assignments prepare for next class

  8. How did the Flipped Classroom Get Started? Desire to Overcome the Coverage vs. Depth Challenge Advent of Digital Technology Brigham Young University Student Development & Center for Teaching & Learning

  9. An Effectively Flipped Classroom is most appropriate when there is a performance-mastery versus a content-delivery emphasis Brigham Young University Student Development & Center for Teaching & Learning

  10. Flipped OutcomesFROM THE STUDENT’S perspective Flipped OutcomesFROM THE STUDENT’S perspective Meaningful Hands-onLearning Material that is more easily reviewable. Better Learning Retention Students better prepared for Class • A SYNTHESIS FROM THE FOLLOWING SOURCES: • Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman & Sams, 2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012 Skills Expanded in-Class Meaningful Peer-to-Peer Interaction Several Ways to Learn the Material Meaningful Instructor Interaction Easier to Catch Up on Missed Material Instructor more aware of Student Abilities Students able to Go at Own Pace Brigham Young University Student Development & Center for Teaching & Learning

  11. Flipped OutcomesFROM THE Instructor’s perspective Diminished Lecture Prep Time Able to develop better Application-type activities In Class Greater Student-Friendly Instruction (preclass) Reach Struggling and AdvancedStudents at Same Time A SYNTHESIS FROM THE FOLLOWING SOURCES: Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman & Sams, 2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012 Brigham Young University Student Development & Center for Teaching & Learning

  12. Flipping means: misconceptions Content coverage will be sacrificed Simply an online course A fad that will go away Students staring at a computer in class Students working without structure Teachers replaced by videos A SYNTHESIS FROM THE FOLLOWING SOURCES: Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman & Sams, 2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012 Brigham Young University Student Development & Center for Teaching & Learning

  13. Challenges Students adjust to new learning schedule Instructors letting go of their inclass role as primary information conveyer Upfront cost for Instructors Making time to grade student performance Creating a culture of class preparedness A SYNTHESIS FROM THE FOLLOWING SOURCES: Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman & Sams, 2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012 Brigham Young University Student Development & Center for Teaching & Learning

  14. Our Course Advanced Reading Strategies for College Success Brigham Young University Student Development & Center for Teaching & Learning

  15. Elective course for graduation credit Brigham Young University Student Development & Center for Teaching & Learning

  16. 2 credit class taught twice a week for 50min Brigham Young University Student Development & Center for Teaching & Learning

  17. Four sections taught by four different instructors. Brigham Young University Student Development & Center for Teaching & Learning

  18. 20-25 students per section Brigham Young University Student Development & Center for Teaching & Learning

  19. Mostly Juniors and Seniors take the course with an average of 26 on the reading section of the ACT Brigham Young University Student Development & Center for Teaching & Learning

  20. Purposes of the Course Brigham Young University Student Development & Center for Teaching & Learning

  21. STUDENTS WILL - Describe reading principles and strategies. Brigham Young University Student Development & Center for Teaching & Learning

  22. STUDENTS WILL - Explain what the strategy is, whyit is important, howto do it, and whenor under what conditions to apply it. Brigham Young University Student Development & Center for Teaching & Learning

  23. STUDENTS WILL - Explain what reading is, especially academic reading. Brigham Young University Student Development & Center for Teaching & Learning

  24. STUDENTS WILL - Select, adapt, and practice the reading strategies that make the greatest contribution to their understanding, learning and reasoning from their college texts. Brigham Young University Student Development & Center for Teaching & Learning

  25. STUDENTS WILL - Demonstrate improvement from their baseline comprehension rates and reading speed . Brigham Young University Student Development & Center for Teaching & Learning

  26. Reading Comprehension Students master 26reading comprehension strategies that are divided into three categories During Reading Strategies After Reading Strategies Before Reading Strategies 10 strategies 6 strategies 10 strategies Brigham Young University Student Development & Center for Teaching & Learning

  27. Reading Comprehension Students master 26reading comprehension strategies that are divided into three categories SURVIVAL Reading Strategies Covered in the 1st Half of the Semester During Reading Strategies After Reading Strategies Before Reading Strategies 10 strategies 6 strategies 10 strategies Brigham Young University Student Development & Center for Teaching & Learning

  28. Reading Comprehension Students master 26reading comprehension strategies that are divided into three categories During Reading Strategies After Reading Strategies Before Reading Strategies SCHOLARLY Reading Strategies Covered in the 2nd Half of the Semester 10 strategies 6 strategies 10 strategies Brigham Young University Student Development & Center for Teaching & Learning

  29. Layered Reading Framework Brigham Young University Student Development & Center for Teaching & Learning

  30. Before Strategies Brigham Young University Student Development & Center for Teaching & Learning

  31. During Strategies Brigham Young University Student Development & Center for Teaching & Learning

  32. After Strategies Brigham Young University Student Development & Center for Teaching & Learning

  33. Increasing Reading Speed They also master 7 speeding –up reading drills that help them increase their Page Read Rate Book Read Rate Line Read Rate Brigham Young University Student Development & Center for Teaching & Learning

  34. Speeding-up Activities • Students use a device called “ReadMate” to pace themselves as they use different speeding-up strategies. • They track their progress on a “Speeding-up Chart” • They demonstrate their ability to perform each speeding-up drill in a “Speeding-up Lab” Brigham Young University Student Development & Center for Teaching & Learning

  35. How the class is set up Pre-Class Activities In-Class Activities Strategy Explanation Debrief Pre-Class Strategy Demonstration Coached Practice + Meta-cognitive Reflection Strategy 1st Practice + Meta-cognitive Reflection Debrief In-Class Brigham Young University Student Development & Center for Teaching & Learning

  36. How the class is set up Pre-Class Activities In-Class Activities Strategy Explanation Debrief Pre-Class Strategy Demonstration Coached Practice + Meta-cognitive Reflection Strategy 1st Practice + Meta-cognitive Reflection Debrief In-Class All done on readings for other classes Brigham Young University Student Development & Center for Teaching & Learning

  37. Example Pre-Class Activities In-Class Activities Strategy Explanation Debrief Pre-Class Strategy Demonstration Coached Practice + Meta-cognitive Reflection Strategy 1st Practice + Meta-cognitive Reflection Strategy 1st Practice Brigham Young University Student Development & Center for Teaching & Learning

  38. Example Pre-Class Activities In-Class Activities Strategy Explanation Debrief Pre-Class Strategy Demonstration Coached Practice Strategy 1st Practice Strategy 1st Practice Brigham Young University Student Development & Center for Teaching & Learning

  39. Read the principles behind the use of the strategy. Brigham Young University Student Development & Center for Teaching & Learning

  40. Example Pre-Class Activities In-Class Activities Strategy Explanation Debrief Pre-Class Strategy Demonstration Coached Practice + Meta-cognitive Reflection Strategy 1st Practice + Meta-cognitive Reflection Debrief In-Class Brigham Young University Student Development & Center for Teaching & Learning

  41. Demo Begins Brigham Young University Student Development & Center for Teaching & Learning

  42. K-W-L & The More You Know Demo

  43. Welcome to K-W-L & The More You Know DEMO. Now let’s go to the ThinkSheetfor this Strategy. Before going on, be sure to read pp. 59–63 in the course handbook. DEMO Brigham Young University Student Development & Center for Teaching & Learning

  44. Notice the BEFORE DEMO Brigham Young University Student Development & Center for Teaching & Learning

  45. DURING DEMO Brigham Young University Student Development & Center for Teaching & Learning

  46. & AFTER DEMO Brigham Young University Student Development & Center for Teaching & Learning

  47. components of this strategy DEMO Brigham Young University Student Development & Center for Teaching & Learning

  48. Now, I will introduce you to the text I will be using this strategy with. DEMO Brigham Young University Student Development & Center for Teaching & Learning

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