Flipping Your Classroom: Do You Dare? Faculty Lunch and Learn November 15 th, 2013 Kate Moore, PharmD, BCPS, BCACP

Which statement most accurately reflects the definition of a flipped classroom? A.Students get lecture content during class and work on activities outside of class B.Students view lecture content outside of class and work on activities during class C.A way to teach twice as much material

Accessed

How likely are you to consider flipping at least 1 lecture in the next year? A.Very likely B.Somewhat likely C.Not sure D.Unlikely E.Extremely unlikely

Why Flip?

R. Cataldo. Enhancing Pharmacy Education Through Electronic Technology. ACCP Annual Meeting October 2013.

Why Flip? Peer to peer learning Increased feedback – Instructors See immediate gaps in understanding Can correct whole class vs one-on-one in office time – Students Deficiencies identified and corrected Extra resources for exam review

Flipped Classroom Improving efficiency Increasing active learning More hands on time Customize class to the students needs Engaging for all students Puts learning in the hands of students Uses higher level Bloom’s taxonomy Practice for assessment A way to teach more material Replacement for professor Done one set way About the video lecture Only for classes with “problems” or “questions” to work on What it is What it isn’t

Data from Pharmacy Education Bernard J. Dunn School of Pharmacy, Shenandoah University – Renal series, 8 weeks, meets twice a week x 2 hours AJPE 2012;76 (10) Article 196 Traditional lecture 23 hours total 16 exam questions Mean 77.7 ± 4.7, range Flipped classroom 4/23 hours made as Vodcast Patient case activities 16 exam questions Mean 81.6 ± 4.4, range P-value =

Data from Pharmacy Education AJPE 2012;76 (10) Article 196

How do I do this? 1.Pick a lecture or section of course to trial 2.Re-write your objectives for video content & active learning – Video content Lower level Bloom’s – Class time Higher level Bloom’s Create Evaluate Analyze Apply Understand Remember

How do I do this? 3.Create your video – SHORT & SWEET! 10 min goal Might require 2-3 videos per “lesson” – Ideally video shows your face Increases student engagement – ECHO360 can be put on your laptop/desktop to capture – Be creative-use other videos if possible to supplement

How do I do this? 4.Create your active learning/group work for class – Relate it to the way you will assess students Cases Math problems Open ended analysis questions Group research & sharing Games-jeopardy, wheel of fortune, – Connect the outside class learning to inside class learning 5.Set the expectation of completion of pre-class work – Quiz at beginning of class on video material

How do I do this? 6.Post video with enough time to view 7.DO NOT re-lecture material in video – Refer to it as review (through quiz) – Use as discussion points 8.Have FUN!

Drawbacks Initial set up is time consuming Requires use of technology Less “control” of class time – Facilitation skills needed Students might not prepare Student perception may be that it is more work

What do students think? “I loved the pre- recorded lectures and the interactive class time…” “I liked being able to come to class and apply what I had learned at home.” “The online lectures helped me learn more efficiently” “The pre-lectures and case-based scenarios in class set us up for excellence on the exam” “The pre-recorded lectures was more work, but it made us come to class prepared” “I would recommend other professors use that style of teaching by presenting the material in a short video prior to class” “I feel the professors relied on pre-recorded lecture to “teach” us everything” “Learning from online lectures and taking a quiz in class the next day is not beneficial”

How likely are you to consider flipping at least 1 lecture in the next year? A.Very likely B.Somewhat likely C.Not sure D.Unlikely E.Extremely unlikely

Resources for Flipping g-resources/flipping-the-classroom/ g-resources/flipping-the-classroom/