Flipping the classroom Cynthia Alby, Georgia College Flipping the classroom

Let’s start with three stories The Gen Y Exper The medical school classroom RadioWorks Podcast: “Losing the Lecture” http://americanradioworks.publicradio.org/ http://americanradioworks.publicradio.org/www_publicradio/tools/media_player/popup.php?name=americanradioworks/2011/lecturefull (min. 5ish?) (listen to the full documentary, “Don’t Lecture Me,” at http://americanradioworks.publicradio.org/education.html )

The bottom line Using class time to disseminate information doesn’t make a lot of sense. Time in class is best used for activities that require working with peers, having the teacher present, etc. The “flipped” classroom is one in which foundational information is disseminated outside of class to make time these other kinds of activities during class.

Not just videotaped lectures If you start looking into the “flipped classroom” concept, you’ll read about many professors who have videotaped their lectures, and students watch those at home. My take on this is that if you are going to flip, provide students with a collection of high-quality, engaging resources ideal for self-directed learning rather than just videotaping lectures.

My vision Provide students with modules comprised of carefully chosen resources. (See memory module) Make sure they understand what they must know and be able to do when they come to class. Redesign class to be highly active and application focused.

Now that you’ve got the basic idea… I want you to experience a flipped classroom What would the “at home” look like? What would the “in class look like? Then we’ll discuss in general what flipped classrooms might look like inside and out. Finally, we’ll consider the pro’s and con’s

Essential Question Studying environmental science and learning about what kinds of changes would most benefit the environment is wonderful, but what good will it do if those changes are never made? EQ: How might green innovations be made more appealing to a larger segment of the American population?

Examining the question What are some green innovations that Americans have been quick to accept? Which have we resisted? What seems to make some innovations more appealing than others?

Sample case I want to look at an innovation that most Americans aren’t familiar with yet, that way we can consider how one might go about introducing an innovation in a way that might make it as attractive as possible. This innovation is “natural swimming pools”

Read performance task Create design teams Examine module resources and ask questions Go “home” and do your assignment

In class Meet in home groups to compare notes and determine how to best teach your article Meet in breakout groups to pool your knowledge and answer the questions in greater depth

In class Brainstorm a list of… Virtual Fieldtrip What makes natural pools more ecologically sound than traditional pools Other pluses of natural pools Likely issues, both (legitimate and less so) Virtual Fieldtrip

Discuss what the complete “selling green” unit would look like

Two issues Providing resources that are so self-explanatory that students can grasp them without assistance Providing resources that are engaging and result in significant learning Ideas for creating modules Another example, “Race in America” Ideas list Ideas on adding self-quizzes and other interactives?

In Class Now that you’ve taken the dissemination of information out of class, what do you do IN class? What could I add to my list? What would “in class” look like in an online class?

The Pro’s Students are more satisfied because they feel class time is more valuable – not something they could have done on their own. Professors are there when students need them most: when they are wrestling with the application of the new ideas Professors get to spend more time one-on-one with students and know them better. Students must be more engaged and self-regulated, so they learn more

Students with disabilities may benefit, for example those who are hearing or visually impaired would benefit from having a mixture of formats. Those who have attention deficit issues can watch, listen, or read in an environment that works well for them. Students can go at their own pace. They can re-listen to portions or stop and write. If they realize they just can’t focus right then, they can stop and come back later. ESOL students in particular may benefit from this self-pacing.

More pro’s If a student “get’s it” right off the bat, great. They can stop there. But for a student who isn’t getting it, there can be alternate resources that can reinforce the information or come at it from a different direction. In class, the professor can go straight to, “Where are you confused? What questions do you have?” Rather than spending time on everything that needs to be absorbed, you can concentrate on just the problematic areas, which may differ from class to class or year to year.

More pro’s It is motivating because students know they will be asked to do something with their new knowledge beyond just regurgitating it on a test. The flipped classroom sends positive messages, “You are capable of learning certain information on your own, and you are capable of doing more with the information than we previously asked of you.” Other pro’s?

More pro’s Experiencing the same information through multiple neural pathways increases one’s ability to understand and recall that information.

The cons Lectures aren’t a very effective way of learning new information, so moving them outside the classroom where students can’t ask questions as needed could be problematic. If students don’t do the required work beforehand, everything is ruined. Others?

Yes, I know There is a certain irony in the fact that I am providing foundational material to you now instead of asking you to do this part at home BUT part of the goal of this program is to make this a somewhat relaxing experience, so we don’t want to ask you to do too much outside of class

Coming up In other sessions we’ll look at… How to best ensure that students do the “at home” An in depth look at more “in class” strategies