Enhancing student-centred teaching through the flipped classroom approach Dr Katherine Carter Course Coordinator Post Graduate Certificate in Higher Education (PGCHE) Teaching and Learning Unit E-mail: kcarter@nust.na x 2496

“Flipping the classroom is more about a mind-set: redirecting attention away from the teacher and putting attention on the learner and the learning.” (Aaron Sams)

Overview Context What is the Flipped classroom? Student-Centred Teaching The Flipped Classroom & the PGCHE Graduate Attributes Insights from Professor Eric Mazur An example of implementing the Flipped Classroom: Peer Instruction

Context NUST recognises that any university is first known for its quality in teaching. Excellence in teaching is a defining parameter that underpins all the other core activities. (The Institutional Operating Plan) Student-centred teaching is one of the priorities within excellence in teaching.

Student-centred teaching Focus is on what are students doing in and out of the class? What are students learning? Role of the lecturer: facilitate learning Guide students to take more responsibility for their learning.

What is the flipped classroom? The flipped classroom approach is modelled on student-centred teaching. Flipping the classroom reverses the traditional lecture by delivering instructional content, often online, outside of the classroom through pre- recorded lectures, videos or pre-class readings. Class time is then focused on more student- centred teaching strategies, such as discussions, debates, case studies, problem-solving, in-class writing, peer instruction, role play and simulations. (Cornell University, 2016).

Flipped classroom & Bloom’s revised taxonomy (Barret, 2012) In class At home

Traditional Lecture Traditional Lecture: Focus on the lecture itself (what to cover) Role of the lecturer: transmit knowledge

Traditional Lecture Lecturer takes too much responsibility and students remain passive.

What’s wrong with the traditional lecture? Students fail to become engaged with the material. Students memorize materials often without meaning or understanding.

What’s wrong with the traditional lecture? Students do not remember material they learned earlier. Students cannot apply concepts to solve problems.

Professor Eric Mazur “The lecture method is a process whereby the lecture notes of the instructor gets transferred to the notes of the students, without passing through the brains of either.”

We tend to teach in the way that we were taught.

Why Flip? – The student population at NUST has changed Increase of: -Adult students -Part-time -Married students, with children -International students

University students today are very different than students from 20 years ago. : A preference for visual learning (graphics, videos) Connected to friends and the world through technology (Associated Press 2015, Oblinger 2005)

Students today: Immediacy: rapid multitasking, fast response to communications. Student concentration during a 1 hour lecture begins to decline after the first 15 minutes. (Associated Press 2015, Oblinger 2005)

Attention Span Students today have much less attention span than students 20 years ago. Average attention span in 1998 = 12 minutes Average attention span in 2008 = 5 minutes Average attention span in 2014 = 5 seconds (Associated Press 2014)

Because our world has changed so much, because students have changed so much, education and the way we teach needs to change to meet the needs of learners today. (Oblinger 2005; Prensky 2001)

Benefits: Flipped Classroom -Spartan College, US: After implementing the flipped classroom approach, the overall pass rate increased by 12% -Washington College, US: Introduction to Biology course: After implementing the flipped classroom approach, the failure rate decreased by 13% -Montana State University, US: Students reported lower stress levels in the flipped classroom environment compared to other classes...

Flipped classroom in the PGCHE PGCHE began in March 2016. In the first course, we didn’t start with the flipped classroom approach. We began with the traditional lecture.

Flipped classroom in the PGCHE Brief highlight of the Power Point presentation Clarification of material: opportunity for questions Small group discussion Role play and feedback from the group. High level of interaction and engaging discussion.

Flipped classroom in the PGCHE Allows our lecturers to work through the material at their own pace Allows our lecturers to take more responsibility for their learning The flipped classroom reaches our lecturers with different learning styles.

Learning styles in the PGCHE The Lecturers in the PGCHE: Visual (most common) Kinaesthetic (second most common) Auditory (a few)

“It gives us more control and flexibility over time spent on the course and it also helps to manage my time well”

“It encourages me to take charge of my learning without any one pushing me.”

Communicate with each other Solve problems Write well Graduate Attributes Communicate with each other Solve problems Write well Collaborate with each other Think critically Think creatively Using the flipped classroom approach, these skills are enhanced when we give the opportunity for discussion, interaction, deep questioning, critical reflection, in-class writing , peer instruction and feedback.

Professor of Physics, Harvard University Professor Eric Mazur Professor of Physics, Harvard University Peer Instruction (1997; 2013) DVD: Interactive Teaching (2007)

Professor Eric Mazur He realized that his students needed to make sense of the information so that they could use it in other contexts, not just memorising the information.

Imagine 2 students: Clemens and Gloria Students can sometimes explain things better to each other than the Lecturer.

1. the first step is a transfer of information. Education is a 2 step process: 1. the first step is a transfer of information. 2. The second step is for the student to make sense of the information.

1. information transfer is in the classroom In the traditional lecture: 1. information transfer is in the classroom 2. making sense of the information is out of the class

An example of implementing the flipped classroom: Peer Instruction What and why?

Flipped Classroom and Peer Instruction 1. Before class, students have already engaged with the recorded PPT which you have uploaded on e-learning. 2. In class, you give a 5 minute mini-lecture 3. Pose a question 4. Give students time to think about their answer on their own first 5. Students write down their answer 6. Ask students to find someone with a different response and then they convince each other of their answer 7. Next, ask students to commit to or choose a final answer 8. Reveal the right answer and the reasoning behind it--Wrap up with a short discussion.

Peer Instruction (Eric Mazur and Julie Schell) 1. Reading or PowerPoint Presentation at Home 2. Mini-Lecture (5 minutes) 3. Question 4. Think 5. Write 6. Discuss 7. Choose Final answer 8. Explain

Warning! Your classroom will get noisy.

Example Question: Which country did Germany invade on the 1st of September 1939? A. France B. Czechoslovakia C. Poland D. Finland

Peer Instruction 1. Reading or PowerPoint Presentation at Home 2. Mini-Lecture (5 minutes) 3. Question 4. Think 5. Write 6. Discuss 7. Choose Final answer 8. Explain

How do I record my lectures? In Microsoft PowerPoint, go to Slide Show.

Slide show

Record Slide Show

Record (Save as WMP File)

To Adjust the Microphone: Start Control Panel Hardware and Sound Sound Recording Click on the Microphone Properties Levels

Comments?

Thank you! x 2496 Dr Katherine Carter Course Coordinator Post Graduate Certificate in Higher Education (PGCHE) Teaching and Learning Unit E-mail: kcarter@nust.na x 2496