FLIPPED Learning Javier Cavazos Vela, PhD., Director of Center for Teaching Excellence James Whittenberg, Ph.D., LPC, Assistant Professor in College of Education and P-16 Integration

Learning Outcomes/Goals Become familiar with Flipped learning Identify benefits and challenges of Flipped learning Learn characteristics of how to successfully deliver a Flipped course Design at least one Flipped lesson for one course

Focus Activity Take 5-minutes to discuss with a partner the following questions: What have you heard about Flipped classrooms or Flipped learning? Have you tried Flipped learning? If so, how was the experience? If not, what course are you thinking about FLIPPING?

What is the FLIPPED classroom? Neshyba (2013) provided the following definition: “teaching technique that involves abandoning the traditional lecture (or just not relying on it as much) and replacing it with interactive approaches that experiment with technology and require students to gather information outside of class and be prepared to engage the material in class” The Center for Teaching and Learning at UT-Austin provided additional characteristics of flipped classrooms: Acquiring knowledge outside of class Applying and practicing key concepts in class Checking and extending learning at home

Four Pillars of FLIP Flexible environment Learning culture Learning spaces Assessment of student learning Learning culture Learner-centered Construction of knowledge and meaningful learning Intentional content Videos In-class activities and learning Professional educator Feedback Formative assessment Flexibility

Why Flip your class? Produces a learner-centered classroom Most people begin to decrease attention and engagement after 10-15 minutes Fosters active learning, which has been shown to increase student achievement, enjoyment, and engagement Helps students become reflective learners Helps students apply what they learn in order to make meaning Scientific evidence is in the early stages with some researchers finding benefits such as teamwork, class attendance, motivation to learn, and ability to solve unfamiliar problems Shifts the instructor from “knowledge-transmitter to “knowledge-enabler” Provides students with opportunities to practice collaborative learning and receive formative feedback on their learning (Braseby, 2014)

How to Plan for a Successfully Flipped Course Knowledge acquisition: Out of Class Activities Online lectures (6-7 minutes chunks and memory retrieval techniques), YouTube videos, journal articles, newspapers, textbooks, movies Quiz before class to assess learning and preparation Just-in-Time teaching techniques for students to produce before class Knowledge Application: Inside the Classroom The instructor’s role is to create activities to facilitate small group as well as large group interactions to construct meaning Focus activities or active learning strategies such as case studies, debates, team- based learning, project-based learning, and others

Focus Activity Take 3-minutes to think about the following question: Based on personal experiences or what you just learned, what are some challenges with Flipped learning?

Challenges and Lessons Learned Some students might feel lost without a formal lecture Some students are not used to active learning Some professors report challenges with preparation and design of activities Out-of-class activities need to be assessed and valued Explaining the idea of flipped learning in class and on the syllabus is important Some active learning strategies are difficult with large classes

Focus Activity For the following activity, take 7-minutes to think about flipping one lesson for one class. For example, if you will teach a Psychology course in fall 2017, think about how you would flip the lesson on chapter 1. What do students need to know before class? What types of out-of-class activities will help students learn this material? How will you assess students’ learning from out-of-class activities? What types of in-class activities will help students practice key concepts and principles? What types of feedback will you provide? How will you help students check their understanding and extend their learning after class?

References and Additional Sources Braseby, A. M. (2014). The flipped classroom. Idea Paper #57. Center for Teaching and Learning, University of Texas at Austin. Retrieved from https://facultyinnovate.utexas.edu/teaching/strategies/flipping Center for Teaching Excellence, University of Waterloo. In-class activities and assessment for the flipped classroom. Retrieved from https://uwaterloo.ca/centre-for-teaching- excellence/teaching-resources/teaching-tips/lecturing-and-presenting/delivery/class-activities- and-assessment-flipped-classroom Ehrke, J. (2016). Developing pre-class activities for the flipped classroom. Retrieved from http://www.pearsoned.com/education-blog/developing-pre-class-activities-flipped-classroom/ Ferreri, S. P., & O’Connor, S. K. (2013). Redesign of a large lecture course into a small group learning course. American Journal of Pharmaceutical Education, 77, 1. Honeycutt, B. (2016). 10 formative assessment strategies for flipped learning environments. Retrieved from http://barbihoneycutt.com/10-formative-asssessment-strategies-for-flipped- environments/ Honeycutt, B. (2016). FLIP the first 5 minutes of class: 50 focusing activities to engage your students. Retrieved from http://barbihoneycutt.com/store/home/12-50-proven-activities- ebook.html

References and Additional Sources Mitchell, A., Petter, S., & Harris, A. L. (2017). Learning by doing: Twenty successful active learning experiences for information systems courses. Journal of Information Technology Education: Innovation in Practice. Prince, M. (2004). Does active learning work? A review of research. Journal of Engineering Education, 93, 223-231. Schell, J. (2013, June 20). Two magical tools to get your students to do and learn from pre-class work in a flipped classroom. Turn to your Neighbor blog. Retrieved from http//blog.peerinstruction.net/2013/06/20/two-magical- tools-to-get-your-students-to-do-and-learn Talbert, R. (2015). Four assessment strategies for the flipped learning environment. Retrieved from https://www.facultyfocus.com/articles/blended-flipped-learning/four- assessment-strategies-for-the-flipped-learning-environment/