Flipping A Classroom To Increase Engagement Teaching and Learning Symposium: Motivation, Engagement, Innovation, and Evidence Sydney Brown & Martha Mamo 9 October 2017

By the end of the session, participants will Describe the characteristics of flipped course Refine or revise the learning outcomes of a selected course topic Review and align the learning outcomes to a performance task activity Develop or create the learning cycle for a topic in a flipped setting Identify the flipped format learning experiences for a topic Before class meeting –’Priming the learning’ During class meeting – Clarifying, Practicing/Solving/Discussion After class meeting – Reflection & Applying Draft a plan for redesign

Just in time Questions Describe a flipped classroom & how it supports engagement? Discuss at your table Report out to larger group

Flipping a course for engagement Students learn basic subject knowledge prior to in-class meetings, followed by active learning experiences in the classroom (Long, Cummins, and Waugh, 2017. Engagement: Students practicing & obtaining feedback, for deeper understanding Kuh, George D. 2009. The National Survey of Student Engagement: Conceptual and Empirical Foundations”, New Directions in Institutional Research,

Session Plans Case study- Flipping Soil Nutrient Relationships Course (AGRO 366) Development & Practice Learning Outcomes Performance Task Activity Setting up experiences for a topic in flipped course Learning Cycle Before, During, After experiences Mastery & Measurements

The Flipped Course Percent Sophomore 7.3 Junior 30.9 Senior 61.8 Enrollment, 2007-2017 Soil Nutrient Relationships-AGRO 366 Enrollment 20-95 Upper level course Required Junior and senior standing Course meeting 4 credit hours Three 50-min lectures One 2-hr recitation Class Standing Percent Sophomore 7.3 Junior 30.9 Senior 61.8

Experience in Nutrient Management Student Information Majors- Spring 2017 Percent AGRIBUSINESS 9.1 AGRONOMY 76.2 AG LEADERSHIP 1.8 HORTICULTURE INTEGRATED SCIENCE 3.6 MECHANIZED SYSTEM 5.5 75% AGRO major Some experiences in subject matter Most students connected to ranch/farm Where they grew up Experience in Nutrient Management Percent None before this class 9.1 Not much, only in some college courses 21.8 Some 52.7 Extensive 16.3 Percent In a city 9.1 In a rural town 16.4 Lived in town but family farmed 12.7 On a farm/ranch 61.8

Development Process Review/Revise learning outcomes Develop/revise cumulative assessment Create learning cycle Sketching the learning experiences Before During After

Development Process 10 Modules 40-45 lecture captures 2-4 lecture per module 10-30 min lectures Case Studies Study Guides Close ended weekly online quiz Clicker questions April 2016- December 2016

Evaluation Knowledge survey: Week 1 & Week 15 Questionnaires* IRB approved-exempt Knowledge survey: Week 1 & Week 15 Questionnaires* 11 Demographic questions 3 questions on flipped experience 3 questions on outcomes 5 questions on engagement 13 questions on course format 7 questions on video watching approach 7 questions on video quality Analytics: TechSmith

Flipped Course Experience Preferred Learning modality Have you taken a flipped class before this course? Percent Auditory (easy to learn by listening) 7.3 Kinesthetic-tactile (learn best by doing) 50.9 Visual (easy to learn from pictures or diagrams) 21.8 I don’t have a preference 3.6 It depends on the subject 16.4 Percent Yes 61.8 No 38.2 How many flipped classes have you taken? Number of Classes Percent 38.2 1 34.5 2 25.5 3 1.8 Reported learning modality Experience in flipped class

Outcomes How helpful has this course been to your ability to complete/meet the following objectives? Very Unhelpful Unhelpful Somewhat Neither helpful or unhelpful Helpful Very Helpful Develop nutrient management plan 1 2 22 30 Connect the 4Rs 4 25 26 Develop soil sampling plans 3 12 21 18 Interpret soil chemical test data 14 36

Outcomes Create a procedural plan to sample a field Week 1 Week 15

Engagement Strongly Disagree Disagree Somewhat Neutral Agree Strongly Agree When I’m in this class, I participate in class discussions 4 8 19 15 9 When I’m reading for this class, I try to explain the key concepts in my own words 1 10 21 18 5 When reading for this class, I try to connect the ideas I am reading about with what I already know 23 17 When thinking about the concepts in this class I try to generate examples to help me understand them better. 2 13 27 11

Learning Experience in Flipped Format In Comparison to traditional lecture courses of the same level, this FLIPPED class provided me with a: In Comparison to traditional lecture courses, how enjoyable was this FLIPPED class? Percent Better Learning Experience 36.4 Equal or similar learning experience 43.5 Worse learning experience 20.0 Percent Equal or similar 41.9 Less 43.6 More 14.5 In Comparison to traditional lecture courses, The workload of the FLIPPED class was? Percent Equal or similar 25.5 More 74.5

Learning Experience in Flipped Format I believe solving problems in class enhanced my understanding of concepts when compared to solving problems out of class time I believe I am better engaged in class activities in FLIPPED design in comparison to a traditional lecture

Lecture Video Views TechSmith Analytics Time Per Week on Video Lectures Sem. Week Module Lecture Length Number of Students Completion Percent 1 Soil Fertility & Productivity 18 min 44 90 (31-100) 6 4b: Soil Test Correlation 25 min 46 77 (0.3-100) 15 10c: Computing Manure Application Rate 11 min 21 78 (0.6-100) Percent > 2 hrs 12.7 1-2 hrs 34.5 30 min -1 hr 20.0 <30 min. 30.9 I did not watch any video 1.8 Video Watching Percent I am likely to watch it completely 30.9 I watch some of the videos completely 18.2 I am likely to skip portions of the videos 41.8 I did not typically watch the videos 7.3 I did not watch the videos at all 1.8

Summary & Plans Overall course design worked 76% overall course satisfaction More opportunities and time to solve problems in-class Self-efficacy on content was more evident during poster session Future plan: Creating a course manual to streamline content delivery Change pace for some modules Increase feedbacks on PTA- early-mid- end of the semester

Development & Practice

Development & Practice Identify Desired Results Determine acceptable evidence Plan learning experiences & instructions Learning Outcomes Big Ideas Skills Task Review your learning outcomes Measurable ‘language’ Bloom’s Taxonomy Wiggins & McTighe (2005)- Understanding by Design

Development & Practice Identify Desired Results Determine acceptable evidence Plan learning experiences & instructions Performance Task Activity Tangible product Evidence- Culminating assessment Application of knowledge & skills Relevance and context Open-ended solution(s) Examples Learning Outcomes Wiggins & McTighe (2005)- Understanding by Design Written proposal Poster Presentation

Development & Practice Identify Desired Results Determine acceptable evidence Plan learning experiences & instructions Performance Task Activity Do you a have performance task activity? Is the PTA aligned with stated outcomes? Discuss at your table the alignment of the PTA with desired learning outcomes Are there implicit outcomes that should be made explicit? Are there explicit outcomes that are not addressed by PTA? Wiggins & McTighe (2005)- Understanding by Design

Development & Practice Identify Desired Results Determine acceptable evidence Plan learning experiences & instructions Development & Practice Planning Learning Experiences What would students need to do & Practice to achieve the outcomes? When are students given opportunity to practice & develop skills Topic Before class Priming the Learning During Class After class Soil Acidity Mangement Lecture Cap Reading Online Quiz iClicker The alfalfa field case study Determining lime rate Selecting the right lime product(s) Summary & reflection submission Main points Connect with experiences Apply concepts & skills in PTA

Development & Practice Identify Desired Results Determine acceptable evidence Plan learning experiences & instructions Develop Learning Cycle for Topic Sketch out a template (Before, After, During) Discuss at your table Topic Before class Priming the Learning During Class After class Wiggins & McTighe (2005)- Understanding by Design

Experiencing Flipped Learning Topic Before class ‘Priming the Learning’ During Class After class Flipped Session Reading on flipped course Pre-recorded information Brief online assessment Just in time question Case Study on Flipped Course Development & Practice How & when will you implement?- PTA

Just in time question What do you think are the biggest challenges in flipping a course? Discuss at your table Report out to larger group

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