UG Flipped Learning in HE Reaching every student UNIVERCITY OF GREENWICH Reaching every student

Have been using Flipped Learning pedagogy for over 6 years Dr. Tatiana Simmonds Principal Lecturer, Postgraduate Portfolio Lead School of Computing and Mathematical Sciences University of Greenwich Senior Fellow of the HEA Have been using Flipped Learning pedagogy for over 6 years teaching all my modules (UG and PG) using this approach receiving a consistent positive feedback from the students Published a few papers on the subject Member of Flipped Learning Network (FLN) since 2013 and The Flipped Learning Global Initiative (FLGI) since 2016 T. Simmonds https://flglobal.org/elements40/#elements

What is Flipped Learning? Flipped Classroom? T. Simmonds Image source: http://www.eschoolnews.com/files/2012/03/flipped-class-image1.jpg

Definition of Flipped Learning ‘Flipped Learning is a pedagogical approach in which: direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter’ https://flippedlearning.org/definition-of-flipped-learning/ T. Simmonds

The Four Pillars of F-L-I-P F: Flipped Learning allows for a variety of learning modes; educators often physically rearrange their learning spaces to accommodate a lesson or unit, to support either group work or independent study. They create flexible spaces in which students choose when and where they learn. Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning. I establish spaces and time frames that permit students to interact and reflect on their learning as needed. I continually observe and monitor students to make adjustments as appropriate. I provide students with different ways to learn content and demonstrate mastery. L: In the traditional teacher-centered model, the teacher is the primary source of information. By contrast, the Flipped Learning model deliberately shifts instruction to a learner-centered approach, where in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful. I give students opportunities to engage in meaningful activities without the teacher being central. I scaffold these activities and make them accessible to all students through differentiation and feedback. T. Simmonds https://sites.google.com/site/flippedlearninggtu/what-is-flipped-learing

FLN and FLGI The Flipped Learning Network (FLN) is the non-profit online community for educators utilizing or interested in learning more about the flipped classroom and flipped learning practices. Initiated in 2012 by widely recognized pioneers including Jon Bergmann, Aaron Sams, April Gudenrath, Kristin Daniels,Troy Cockrum, Brian Bennett and others. In 2016 The Flipped Learning Global Initiative (FLGI) was created to support the rapidly expanding adoption of flipped learning all over the world. It includes educators, researchers, technologists, professional development providers and education leaders in 49 countries who are committed to effectively implementing Flipped Learning. I: Flipped Learning Educators continually think about how they can use the Flipped Learning model to help students develop conceptual understanding, as well as procedural fluency. They determine what they need to teach and what materials students should explore on their own. Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning strategies, depending on grade level and subject matter. I prioritize concepts used in direct instruction for learners to access on their own. I create and/or curate relevant content (typically videos) for my students. I differentiate to make content accessible and relevant to all students. P: The role of a Professional Educator is even more important, and often more demanding, in a Flipped Classroom than in a traditional one. During class time, they continually observe their students, providing them with feedback relevant in the moment, and assessing their work. Professional Educators are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism, and tolerate controlled chaos in their classrooms. While Professional Educators take on less visibly prominent roles in a flipped classroom, they remain the essential ingredient that enables Flipped Learning to occur. I make myself available to all students for individual, small group, and class feedback in real time as needed. I conduct ongoing formative assessments during class time through observation and by recording data to inform future instruction. I collaborate and reflect with other educators and take responsibility for transforming my practice. https://flippedlearning.org/who-we-are/ T.SimmondsAdd a footer

Global Standards of Effective Flipped Learning In 2017 FLGI and Academy of Active Learning Arts and Sciences (AALAS) launched a worldwide project –’The Flipped Learning Global Standards Project’ (FLGSP) to collect global best practices of effective Flipped Learning and define a common framework for FL training and practice. The standards are intended to establish some generally accepted international conventions and global best practices for voluntary adoption by schools, universities, training departments, and Flipped Learning trainers and training organizations. In March 2018 the project was expanded to include input from the worldwide Flipped Learning community. Members were invited to make recommendations, discuss the proposed standards, and vote on the final draft later this year. In November 2018 the results were presented at the Flipped Learning 3.0 Global Standards Summit at MEF University Istanbul (The world's First "Flipped Learning" University). (They are published on AALAS portal http://aalasinternational.org/aalas-international-standards/) The results were also collated into The Global Elements of Effective Flipped Learning Table (GEEFL), which summarises the best practices and presents it in an easy to understand format, similar to the periodic table of elements AALAS is a non-profit organization founded to identify and support global standards for Flipped Learning and related active learning instruction.  T. Simmonds

http://aalasinternational.org/aalas-international-standards/ T. Simmonds http://aalasinternational.org/aalas-international-standards/

The HE related Standards The HE Standards Supplement to the General Standards identify research-based, instructional principles that help professors effectively implement global best practices while avoiding typical mistakes. Understanding and Communication Understand the principles of andragogy in designing courses and lessons Help students understand why they are learning the concepts Help students to see the big ideas Build bridges between researchers and practitioners Planning for Flipped Learning Explain Flipped Learning in your syllabus, including the benefits, and a short summary of the research supporting Flipped Learning Adapt flipped instructional techniques to make them effective with large groups Ensure courses are designed with input from subject-matter experts and instructional designers Develop at least one student project throughout the semester Provide assessments that involve the creation of real-life products or the use of real-life skills T. Simmonds http://aalasinternational.org/aalas-higher-education-standards/

The Global Elements of Effective Flipped Learning Table https://flglobal.org/elements40/#elements

GEEFL Table Categories Categories or Families: Understanding Flipped Learning (U) Planning for Flipped Learning (P) Individual Space Mastery (IS) Group Space Mastery (GS) Learning Spaces (LS) Assessment (A) IT Infrastructure (IT) Student Feedback (St) Communication & Culture (C) Professional Development (PD) Evidence & Research (R) K12 Focused (KF) Elements specific to HE are marked with * T. Simmonds https://flglobal.org/elements40/#elements

Planning for Flipped Learning (P) Fw - Logical Flow BEST PRACTICE: Present course content in a logical and consistent fashion Divide work between pre-work and in class work and interaction between two. Make sure that students understand how one connects to other. Sy* - Explain Syllabus BEST PRACTICE: Explain Flipped learning in your syllabus, including the benefits, and a short summary of the research supporting Flipped Learning Lp - Link Pre to Group space BEST PRACTICE: Ensure that pre-class media linked directly to the learning outcomes and group space activities Bc*-Big Classes BEST PRACTICE: Adapt Flipped instructional techniques to make them effective with large groups T. Simmonds https://flglobal.org/elements40/#elements

Learning Spaces (LS) So Student Ownership BEST PRACTICE: In your classroom is the focus on teaching or learning? Who owns the learning in your class? Do students come to the class expecting to put what they learned into practice? BEST PRACTICE: Create active learning spaces where students own their own learning. Students assume more responsibilities for achieving learning objectives in your class. Step away from standing in front of the room. T. Simmonds https://flglobal.org/elements40/#elements

Group Space Mastery (GS) Individual Space Mastery (IS) In- Intuitive BEST PRACTICE: Essential elements: pre-class must be Intuitive, easy to understand without elaborate instructions, but not just ‘Watch video’. Ch Chunk Media BEST PRACTICE: Make sure longer pre=class media are chunked into smaller pieces  Group Space Mastery (GS) Nl Never lecture BEST PRACTICE: Never lecture or explain video in the class for those who didn’t do pre-class. Hold students accountable for doing pre-class. Ss Student Centred BEST PRACTICE: Connect pre-class activity to in-class In-class that includes every student In-class applies all concepts. Set up activities that encourage students to summarise the content of the pre-class media. T. Simmonds https://flglobal.org/elements40/#elements

Assessment (A) Fa Formative Assessments Mc Micro Conversations BEST PRACTICE: use frequent, formative assessments Mc Micro Conversations BEST PRACTICE: use a large portion of teacher class time to engage in structured micro-conversations with students ( or groups of students). Ca Choice In Assessments BEST PRACTICE: Design Assessments where students have a choice in how they will present their mastery of the concepts T. Simmonds https://flglobal.org/elements40/#elements

Students’ Feedback from my module Did you watch the academic content, Panopto or videos before every in-class session? Tick relevant How many times on average did you watch the material before each session? Tick relevant T. Simmonds

Students’ Feedback Which activity did you find the most useful during your in- class time? Tick all relevant T. Simmonds

Students’ Feedback Please explain in a few sentences the reason why you found these activities useful. T. Simmonds https://flglobal.org/elements40/#elements

Students’ Feedback I have more productive classroom time in a flipped classroom than in a traditional classroom: I have an easier time catching up with the module material if I miss a flipped class rother than a traditional classroom: I am more likely to have more control over how successful I am in a flipped classroom than in a traditional classroom: T. Simmonds

Finally If you are already using FL, the Flipped Learning Global Standards would be a good tool to enhance your teaching and students’ learning experience. If you are new to FL, the list of the best practices is helpful in guiding where to start and how to plan; how to avoid common problems and re-inventing the wheel. If you never used FL and just got inspired, FLGS will provide on overview and you can start with ‘Flipped classroom’ for just a few lessons. In any situation it is important to have access to a wealth of knowledge and expertise of educators, researchers, technologists and education leaders from 49 countries! T. Simmonds

Thank you Dr. Tatiana Simmonds T.Simmonds@greenwich.ac.uk University of Greenwich