1. Flipping the Classroom Using SAM Projects Melinda Doty East Carolina University

2. Flipping the Classroom  What is a flipped classroom?  Is there more than one way to flip?  How is this teaching style accomplished?  Why change to a flipped teaching style?  What are the implications?  How are SAM projects used to accomplish a flipped classroom?  What are the students opinions on this style of learning? 2015 Cengage Learning Computing Conference2

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4. The ABCs of a Flipped Classroom  What is a flipped classroom?  Recorded Lectures, PowerPoints and other Materials  Provided online  Given prior to the class period  Project-based learning  Completed in class  Versions of a flipped classroom  Determined by YOU, the instructor  Incorporates projects and discussions based on the course material into class time 2015 Cengage Learning Computing Conference4

5. Teaching Style Inverted  Instructor participates in a facilitator-type role  Teaching and explaining concurrently  Encourages interaction between the instructor and students  Stimulates interaction between classmates  Provides more one-on-one attention with each student 2015 Cengage Learning Computing Conference5

6. Teaching Style Inverted  Student-centered learning  Allows items to be applied immediately as they are taught  Allows students to practice during class  Students complete assignments in class  Projects  Discussions  Debates  Determined by class material 2015 Cengage Learning Computing Conference6

7. Why should I flip my classroom?  Students are changing  Schools are changing  Elementary, middle, high schools and college/universities have implemented flipping techniques  Student learning is changing  Assessment of students is changing  Instructors must change!  We must meet the students where they are!  Flipping helps students of ALL abilities 2015 Cengage Learning Computing Conference7

8. Implications of Learning – Positive  Encourages participation in class  Removes the disconnected lecture component  Stimulates interaction among students and teacher  Puts more responsibility on the student to learn  Inspires a problem-solving environment  Gives students time to reflect on and apply teachings  Allows the instructor an opportunity to detect and adjust for problems as they arise 2015 Cengage Learning Computing Conference8

9. Implications of Learning – Positive 2015 Cengage Learning Computing Conference9

10. Implications of Learning – Negative  Requires More Preparation  Instructors must be prepared in advance  Students may prefer traditional-style lectures to “flipped” teaching style  Students need to fully understand and engage in new process in order for it to be effective  Teaching methods must be dynamic  Instructors must constantly adjust the class to fit the dynamic students entering it 2015 Cengage Learning Computing Conference10

11. Flipping with SAM Projects / SAM Path  Typical class day  SAM Project and SAM Path are posted in SAM  SAM Project is downloaded and open on students’ computer  Instructor discusses and completes the SAM project with the class  Instructor provides individualized instruction throughout the class as needed with longer issues discussed at the end  Projects are completed and submitted up to 3 times so adjustments and corrections can be made 2015 Cengage Learning Computing Conference11

12. Flipping with SAM Projects / SAM Path  Once project is finished, SAM Path is started  SAM Path is an exam/quiz format consisting of:  Pre-test  Training  Post-test  Students complete SAM Path for quiz grade  One attempt is given 2015 Cengage Learning Computing Conference12

13. Flipping with SAM Projects / SAM Path  Student Impressions  Prefer the interactive discussion conducted by the instructor during the project lecture  Enjoy the ability to learn while actively completing the process as the instructor teaches  Able to stay actively involved in the lesson vs. staring at a PowerPoint lesson  Instructor Impressions  Students remain active and engaged in class  Students retain information better  Students comprehend material easier 2015 Cengage Learning Computing Conference13

14. Final Thoughts and Discussion "Traditional transmission of knowledge from teacher to student is no longer sufficient for an educated citizenry“ My Flipped Classroom Traditional Classroom Instruction occurs while students complete the work Instructor lectures from a podium Students are actively engaged Students take notes Students answer questions throughout the lecture/visual instruction Instructor gives assessment Students obtain a deeper understanding of the concepts and applications Students listen to the instructor and watch a PowerPoint presentation Students receive support as needed Students complete work outside of class 2015 Cengage Learning Computing Conference14

15. Thank You! 2015 Cengage Learning Computing Conference15 Melinda Doty Technology Systems East Carolina University Greenville, North Carolina dotym@ecu.edu