We will begin Please find a seat near colleagues from different departments Ask your neighbors about a topic they would like to teach more effectively, and the format they currently employ.

Sarah Vigmostad, Ph.D. Assistant Professor, Biomedical Engineering  Flipped semester-long courses & segments of courses  Flipped both live and online courses  Graduate/Undergraduates, Engineering Majors Contact Info:

Let’s play a game

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1. Each person starts with three game pieces 2. Players alternate turns by placing game pieces on board spaces 3. Continue until pieces are all placed, at which point, players may move one of their pieces to the open board space, from another connected space 4. Play continues until a player cannot make any legal moves. This player loses the game. 5

PHYSICALLY  Circular tables  Everyone’s facing different directions  No lectern PHILOSOPHICALLY  A flipped classroom  Passive learning outside the classroom  Active learning inside the classroom

I hear and I forget. I see and I remember. I do and I understand. Confucius

PHYSICALLY  Circular tables  Everyone’s facing different directions  No lectern PHILOSOPHICALLY  A flipped classroom  Passive learning outside the classroom  Active learning inside the classroom  Group work, problem solving in class  Come to class prepared

2% 4% 84% 10%

1. Before Class  Read Material  Watch podcasts – concept(s) (10-20 min), example problem (10 min) 2. In class  Questions/Clarification  Preparation Quiz  Several group work problems (by students) 3. After Class  Homework/Self Study

FOR ME  I don’t have to speak non- stop for the entire lecture  I spend less time trying to maintain attention, more time problem solving FOR STUDENTS  They can process material flexibly over a long time  They spend less time trying to maintain attention, more time problem solving

 TILE Averages:  76% (2012)  75% (2013)  Past years’ Exam 1  53.5% (2008)  53.1% (2009)  48.8% (2010) In Common: Same instructor (me) Same content/syllabus Similar class sizes Different: Flipped teaching mode Podcasts In class group work

 Interact with students when they are prepared to get the most from you  Engaged classrooms, engaged students, more comprehensive understanding Creat e Evaluate Analyze Apply Understand Remember Bloom’s Taxonomy

 Students work at their own pace  Can re-watch podcasts to achieve mastery  Arrange to fit their schedule  Group work and team-learning in every class  Peer-learning, peer teaching  More intimate setting, even with large class  Meaningful contact  Interaction with every student, every class  Camaraderie among the students

PHYSICALLY  Circular tables  Everyone’s facing different directions  No lectern PHILOSOPHICALLY  A flipped classroom  Passive learning outside the classroom  Active learning inside the classroom  Group work, problem solving in class  Come to class prepared

 Various approaches  Podcasts  Reading  Interactive online activities Let’s explore three out of class preparation methods we have used in our classes

 Beginning with Example 1, explain & discuss the three sample out-of-class activity formats within your small group  Keep in mind that the other two members of your group have not yet seen the material you are teaching them about  Jigsaw activities are a great way to cover multiple topics/viewpoints/examples without having any student do too much prep work

 You should be wrapping up your discussion of the individual activities  Discuss these examples as a whole, and comment on the “General Discussion Questions”  Do you have other ideas for out-of-class activity formats?