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Flipping Your Classroom

Flipping Your Classroom. By Jean Andrews. Turning the educational process from teacher-focused to student-focused. Students. Instructor. Instructor. Students. What is flipping?. “If I could only get my students to work half as hard as I do…” “I’m exhausted at the end of the day.”

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Flipping Your Classroom

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  1. Flipping Your Classroom By Jean Andrews

  2. Turning the educational process from teacher-focusedto student-focused Students Instructor Instructor Students What is flipping?

  3. “If I could only get my students to work half as hard as I do…” • “I’m exhausted at the end of the day.” • “I don’t know if my students are learning until I grade their homework or test.” • “Students learn math by doing math, not by listening to someone talk about doing math.” Reasons to flip

  4. Flip classroom time • Flip mastery of content • Flip the content • Flip assessment • Flip the responsibility for learning Instructor Students Instructor Students Flipping what?

  5. Passive learning happens outside class • Video your own lectures and post online • Use videos made by others (share resources) • Explanations in text or audio • Assign lectures as “homework” • Active learning happens in class • Students work on their “homework” in class • Instructors or lab assistants help individuals or small group 1. Flipping classroom time

  6. No need to repeat lectures • Active learning is given prime time • Students get more individual help • Better chance to get to know your students Why flip class time?

  7. Class moves in unison • Assign tasks and don’t encourage work ahead OR • Allow students to control their learning pace • Work from a list of detailed objectives • Document expectations and activities • Digital test banks • Mandatory attendance 2. Flipping mastery of content

  8. Changing the way students learn • From passive learning to active learning • Learn by poking around, trying something, making mistakes, try again, use the Help feature, and “google it.” • Wing students from step-by-steps. 3. Flipping how content is learned

  9. “Research-Based Strategies to Ignite Student Learning” by Judy Willis, M.D., 2008 Excellent resource

  10. So that more learning goes from short-term to long-term memory Why flip content?

  11. You provide the assessment tool • Students convince you they know the content • Repeat knowledge • Demonstrate skills • Teach others • Make a contribution • Practically speaking • “I want my students making the videos.” • “Work ahead so you can teach others who are behind.” • Some objective assessment is necessary. 4. Flipping assessment

  12. Provide a learning path for students to follow • Provide tools students need • Be available to help • Reward those who accept responsibility • Expect students to contribute to others 5. Flipping responsibility for learning

  13. Path 1: Passing score Done Objectives check off with access to all content Pretest At least one question for each listed objective Start Post test Path 2: Medium score Done Activities 2 Post test Done Activities 1 Activities 2 Path 3: Low score Example of learning paths

  14. Emporium course • Development math program at Virginia Tech • Student-centered learning course • PC Repair course at College of DuPage • Buffet course • Statistics class at Ohio State • Redesign course • Spanish Transition course at University of Tennessee • Fully online course • Visual and Performing Arts course at Florida Gulf Coast University • Flipped course • Three computer science courses at Stanford University Other names for flipping

  15. Flexibility • New ways of doing things • No silver bullet or one right way to flip • Computer labs with generous hours • Personalized on-demand assistance • Mandatory student participation • Plenty of digital resources (The real advantage of IT in education!) Necessary for flipping

  16. Videos of lectures and explanations • Interactive computer software (MyITLab) • Diagnostic assessments • Online practice quizzes (large database) • Computerized grading with instant feedback • Offload grading to technology • On-demand content when student is stuck Digital resources for flipping

  17. Students spend more time on task than listening to a lecture • Students spend more time on content they know the least • Students learn by doing • Students can prove mastery quickly and move on • Students get more individual help and develop relationships with faculty • Grades and mastery improve (from 40% to 70% pass rate for one study) • Lower cost per student (30% savings for one school) Some results of flipping

  18. How do you spend your time? • Less prep time for lecture • More time interacting with students • More time supervising lab assistants • Less time grading homework/quizzes/exams • Less “stand and deliver” and more “one on one” More results of flipping

  19. What can go wrong? • Administrative by-in • Lack of digital resources • Lack of flexibility to adjust to emerging needs • Lack of statistics proving results (grades/cost/time) • Students don’t have computers or Internet access • Lack of setting expectations from day one (hard to flip in the middle of a course) • Not sticking it out past the initial shock to students (not the easy way out for students and often a culture shock) From a flip to a flop???

  20. National Center for Academic Transformation at www.thencat.org • Flipped Learning Network at flippedclassroom.org • “Flip Your Classroom” by Jonathan Bergmann and Aaron Sams • Khan Academy at www.khanacademy.org • “Jump Right In” by Jean Andrews Resources for flippers

  21. Jean Andrews • jeanandrews@mindspring.com Contact Info

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