Session begins at 1PM ET/12PM CT/11AM MT/10AM PT. Please configure your audio by running the Audio Set Up Wizard: Tools>Audio>Audio Set Up Wizard. Flipped Classrooms: What Are They, and Why Should You Use Them? What do you know about flipping a class? Respond below by using the textbox tool (the 4 th icon down on the vertical toolbar to the left) Martha Dunkelberger Assistant Clinical Professor, Communication Sciences and Disorders, University of Houston Today’s Speaker:

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Flipped Classrooms: What Are They, and Why Should You Use Them? Martha Dunkelberger, Assistant Clinical Professor

What can be learned from literature?  What happens outside class  What happens during class  Instructor perceptions  Student perceptions  Outcomes  Qualitatively measured  Quantitatively measured

What happens outside of class?  Students prepare before class by engaging with material independently  Instructors provide material asynchronously

What happens in class?  Students apply new knowledge to practical activities  Traditional “lab” kinds of tasks  Group work  Case studies  Homework corrections/revisions  Instructor engages by  Corrective feedback  Guiding discussion, leading questions  Think-Pair-Shares  Formative Assessment  Summative Assessment

Preparation for outside of class  Prepare and record lecture materials  Identify and obtain externally produced lecture materials  TED talks, Kahn Academy, ItunesU  Document access for accountability  Ensure access within your powers  Communicate with students re: expectations and required platform familiarity

Preparation for in class  Specific objectives  Planned activities to connect lecture to objectives  Consider grouping vs individual work

Instructor perceptions  Discussion, participation in class increases  Group interaction increases  Time spent grading increases  Time spent planning increases  Mastery of content is harder to determine  Technological challenges persist

Student perceptions  Freedom to learn on an individual schedule  Always a double edged sword  Access equity issues  Not “getting what they paid for”

Research findings -- Quantitative  Very limited empirical evidence that flipping a class changes student learning outcomes  Exam scores improved  End of term grades improved  In-class attendance improved  Student satisfaction improved  All findings from Likert-scale type questionnaires and free response  O’Flaherty, et al. (2014)

Research findings -- Qualitative  Qualitative claims:  Students improve in communication skills  Students improve in team work skills  Instructors increased encouragement  Students don’t like it….  Findings reported from end-of-term course evaluations

What can be learned from my experiences?  Prepare for a learning curve  Technology  Interactions

Practical considerations for external material  Modality for delivery  Audio, video, text, combinations  Platform for delivery  Accountability checks

Practical considerations for in- class activities  Focused activities that integrate the knowledge presented outside of class  Group work  Experiments, analysis,  First years/later years  Large classes/small classes

My status quo  18 years teaching; 12 teaching a course in normal development of speech and language  Students needed to learn to collect, code and analyze transcripts of child language  Certainly wasn’t happening in traditional classroom

My motivations  Get the students to think about language scientifically  Variables to count and analyze  Get the students to appreciate the rigor of language analysis  Train the students in a specific skill

My processes  Wrote an internal grant  Course release to build the course  Purchase computers and a cart to store them  Re-organized my lectures to produce short (30 minute) videos  Designed quizzes to be assigned “randomly”  Flipped the class

In class assignments  Access recordings of a child speaking  Transcribe the sample  Code the sample  Analyze the sample

Outside class assignments  Watch the videos  Take the quizzes  Read the text

My experiences  Semester 1  What worked  Videos  What didn’t  Computers  Quizzes  In class assignments  Semester 2  What worked  In class assignments  What didn’t  Computers  Videos (at first)  Semester 3  What worked  Videos  In class assignments  What didn’t  Computers  Semester 4  What worked  Videos  In class assignments  Computers (ha)

My experiences  Semester 1  Learning curve  Time suck  Grades  Semester 2  Learning curve bends  Time suck lessens  Grades  Semester 3  Learning curve levels out  Found time  Grades  Semester 4  Cruising  Grades  Course evals

What can be learned from my experiences?  Prepare to meet a learning curve  Be flexible with expectations  For yourself  For students  Digital natives….

Is it worth it?

References Gilboy, M.B., Heinrichs, S., & Pazzaglia, G., (2015) Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1) Kim, M.K., Kim, S.M, Khera, O., & Getman, J., (2012) The experience of three flipped classrooms in an urban university: An exploration of design principles. Internet and Higher Education, 22 O’Flaherty, J., Phillips, C., Karanicolas, S., Snelling, C., & Winning, T. (2015) The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25

February CIRTLCast Series: Learning in the Active STEM Classroom February 3: Using Calibrated Peer-Reviewed Writing in the STEM Classroom Featuring Chad Wayne, University of Houston February 10: Working with First-Year STEM Students Featuring Pamela Bowen Smith, Bloomsburg University February 17: Flipped Classrooms: What Are They, and Why Should You Use Them? Featuring Martha Dunkelberger, University of Houston February 24: Getting the STEM Classroom Right: Engaging Undergraduate Students with Experiential Learning Featuring Dmitri Litvinov, University of Houston