1. Active learning Flipped Classrooms
Diana Marrs, Ph.D. and Casey Applegate-Aguilar

2. Active learning snapshot
Students do more than listen
Students are engaged in activities (reading, discussing, writing)
Less emphasis on information transfer, more on developing skills
Students can receive immediate feedback and support through “homework” that is now classwork
Students use more higher order thinking

3. Why do active learning
When I just hear it, I forget. When I hear and see it, I remember a little. When I hear, see, and ask questions about it or discuss it, I begin to understand. When I hear, see, discuss, and do it, it allows me to acquire knowledge and skill. When I teach it to another, I start to master the topic. (adapted from Confucius)

4. “ALCs have an independent and statistically significant positive impact on student learning as measured by grades (Brooks, 2011)

5. Obstacles
You cannot cover as much course content in the time available
Devising active learning strategies takes more pre-class preparation
Large class sizes prevents implementation of active learning strategies
Most instructors think of themselves as good lecturers
There is a lack of materials to support active learning
Students resist non-lecture approaches

6. Secondary risks
Students will not participate, will not learn enough, will not use higher order skills
Faculty feel less in control, less confident, may feel they don’t have the skills

7. Activate prior learning
Write a brief essay – what they remember and understand
Interview each other
TPS (think, pair, share)
Create graphic organizer (concept map, fill in table, etc)
(handout)

8. Easy active learning
Short writes (summarize lecture, reading, write what you don’t understand, journal entry)
Clicker or thumbs up/down responses
Complete surveys, questionnaires
Formative quizzes (low stakes)
TPS
Brainstorming
Groups develop an outline of the lecture
Structured group discussions (specific questions provided)

9. Extended Active learning strategies
Individual/group presentations
Groups develop applications related to lecture content
Groups write test questions
Students analyze problem, poem, art, etc
Students evaluate each others’ work
Role play illustrating concept
Enhanced lecture (mini lecture/activity/mini lecture/activity)
(Pg 8-9 of handout), then pg )

10. Sample - science Students watch recorded lecture outside of class
Students read assigned passages. Students do some kind of Pre-class activity (quiz, discussion board, dropbox)
In class, instructor holds class discussion and Student groups of three work collaboratively on multi-part problem sets

11. Sample - humanities
Students do the reading, get supplemental info online
Students do a pre-class activity (quiz)
Each group gets a different question / text set
Groups answer and prepare a presentation to the rest of class

12. Flipped classroom
The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions. Sample: CS 135

13. Keys to success Pre-class submissions Low stakes quiz
Mini-lecture / check for prior knowledge
Bridge between pre-class and in-class
Discussion points
Review posts
Real-life examples / case studies
Students develop presentations based on pre-class work and then teach to class
Students create index cards and bring to class / find others with same concepts / create concept map and share with class
Student Buy-in – better grades on graded work. Completion of “homework” in class, only “Prep” outside