1. Flipping A Classroom To Increase Engagement
Teaching and Learning Symposium: Motivation, Engagement, Innovation, and Evidence
Sydney Brown & Martha Mamo
9 October 2017

2. By the end of the session, participants will
Describe the characteristics of flipped course
Refine or revise the learning outcomes of a selected course topic
Review and align the learning outcomes to a performance task activity
Develop or create the learning cycle for a topic in a flipped setting
Identify the flipped format learning experiences for a topic
Before class meeting –’Priming the learning’
During class meeting – Clarifying, Practicing/Solving/Discussion
After class meeting – Reflection & Applying
Draft a plan for redesign

3. Just in time Questions
Describe a flipped classroom & how it supports engagement?
Discuss at your table
Report out to larger group

4. Flipping a course for engagement
Students learn basic subject knowledge prior to in-class meetings, followed by active learning experiences in the classroom (Long, Cummins, and Waugh, 2017.
Engagement: Students practicing & obtaining feedback, for deeper understanding
Kuh, George D The National Survey of Student Engagement: Conceptual and Empirical Foundations”,
New Directions in Institutional Research,

5. Session Plans
Case study- Flipping Soil Nutrient Relationships Course (AGRO 366)
Development & Practice
Learning Outcomes
Performance Task Activity
Setting up experiences for a topic in flipped course
Learning Cycle
Before, During, After experiences
Mastery & Measurements

6. The Flipped Course Percent Sophomore 7.3 Junior 30.9 Senior 61.8
Enrollment,
Soil Nutrient Relationships-AGRO 366
Enrollment 20-95
Upper level course
Required
Junior and senior standing
Course meeting
4 credit hours
Three 50-min lectures
One 2-hr recitation
Class Standing
Percent
Sophomore
7.3
Junior
30.9
Senior
61.8

7. Experience in Nutrient Management
Student Information
Majors- Spring 2017
Percent
AGRIBUSINESS
9.1
AGRONOMY
76.2
AG LEADERSHIP
1.8
HORTICULTURE
INTEGRATED SCIENCE
3.6
MECHANIZED SYSTEM
5.5
75% AGRO major
Some experiences in subject matter
Most students connected to ranch/farm
Where they grew up
Experience in Nutrient Management
Percent
None before this class
9.1
Not much, only in some college courses
21.8
Some
52.7
Extensive
16.3
Percent
In a city
9.1
In a rural town
16.4
Lived in town but family farmed
12.7
On a farm/ranch
61.8

8. Development Process Review/Revise learning outcomes
Develop/revise cumulative assessment
Create learning cycle
Sketching the learning experiences
Before
During
After

9. Development Process 10 Modules 40-45 lecture captures
2-4 lecture per module
10-30 min lectures
Case Studies
Study Guides
Close ended weekly online quiz
Clicker questions
April December 2016

10. Evaluation Knowledge survey: Week 1 & Week 15 Questionnaires*
IRB approved-exempt
Knowledge survey: Week 1 & Week 15
Questionnaires*
11 Demographic questions
3 questions on flipped experience
3 questions on outcomes
5 questions on engagement
13 questions on course format
7 questions on video watching approach
7 questions on video quality
Analytics: TechSmith

11. Flipped Course Experience
Preferred Learning modality
Have you taken a flipped class before this course?
Percent
Auditory (easy to learn by listening)
7.3
Kinesthetic-tactile (learn best by doing)
50.9
Visual (easy to learn from pictures or diagrams)
21.8
I don’t have a preference
3.6
It depends on the subject
16.4
Percent
Yes
61.8 No
38.2
How many flipped classes have you taken?
Number of Classes
Percent
38.2 1
34.5 2
25.5 3
1.8
Reported learning modality
Experience in flipped class

12. Outcomes
How helpful has this course been to your ability to complete/meet the following objectives?
Very Unhelpful
Unhelpful
Somewhat
Neither helpful or unhelpful
Helpful
Very Helpful
Develop nutrient management plan 1 2 22 30
Connect the 4Rs 4 25 26
Develop soil sampling plans 3 12 21 18
Interpret soil chemical test data 14 36

13. Outcomes
Create a procedural plan to sample a field
Week 1
Week 15

14. Engagement Strongly Disagree Disagree Somewhat Neutral Agree
Strongly Agree
When I’m in this class, I participate in class discussions 4 8 19 15 9
When I’m reading for this class, I try to explain the key concepts in my own words 1 10 21 18 5
When reading for this class, I try to connect the ideas I am reading about with what I already know 23 17
When thinking about the concepts in this class I try to generate examples to help me understand them better. 2 13 27 11

15. Learning Experience in Flipped Format
In Comparison to traditional lecture courses of the same level, this FLIPPED class provided me with a:
In Comparison to traditional lecture courses,
how enjoyable was this FLIPPED class?
Percent
Better Learning Experience
36.4
Equal or similar learning experience
43.5
Worse learning experience
20.0
Percent
Equal or similar
41.9
Less
43.6
More
14.5
In Comparison to traditional lecture courses,
The workload of the FLIPPED class was?
Percent
Equal or similar
25.5
More
74.5

16. Learning Experience in Flipped Format
I believe solving problems in class enhanced my
understanding of concepts when compared to
solving problems out of class time
I believe I am better engaged in class activities in
FLIPPED design in comparison to a traditional lecture

17. Lecture Video Views TechSmith Analytics
Time Per Week on Video Lectures
Sem.
Week
Module
Lecture Length
Number of Students
Completion Percent 1
Soil Fertility & Productivity
18 min 44 90
(31-100) 6
4b: Soil Test Correlation
25 min 46 77
( ) 15
10c: Computing Manure Application Rate
11 min 21 78
( )
Percent
> 2 hrs
12.7
1-2 hrs
34.5
30 min -1 hr
20.0
<30 min.
30.9
I did not watch any video
1.8
Video Watching
Percent
I am likely to watch it completely
30.9
I watch some of the videos completely
18.2
I am likely to skip portions of the videos
41.8
I did not typically watch the videos
7.3
I did not watch the videos at all
1.8

18. Summary & Plans Overall course design worked
76% overall course satisfaction
More opportunities and time to solve problems in-class
Self-efficacy on content was more evident during poster session
Future plan:
Creating a course manual to streamline content delivery
Change pace for some modules
Increase feedbacks on PTA- early-mid- end of the semester

19. Development & Practice

20. Development & Practice
Identify Desired
Results
Determine acceptable evidence
Plan learning experiences & instructions
Learning Outcomes
Big Ideas
Skills
Task
Review your learning outcomes
Measurable ‘language’
Bloom’s Taxonomy
Wiggins & McTighe (2005)- Understanding by Design

21. Development & Practice
Identify Desired
Results
Determine acceptable evidence
Plan learning experiences & instructions
Performance Task Activity
Tangible product
Evidence- Culminating assessment
Application of knowledge & skills
Relevance and context
Open-ended solution(s)
Examples
Learning Outcomes
Wiggins & McTighe (2005)- Understanding by Design
Written proposal
Poster Presentation

22. Development & Practice
Identify Desired
Results
Determine acceptable evidence
Plan learning experiences & instructions
Performance Task Activity
Do you a have performance task activity?
Is the PTA aligned with stated outcomes?
Discuss at your table the alignment of the PTA with desired learning outcomes
Are there implicit outcomes that should be made explicit?
Are there explicit outcomes that are not addressed by PTA?
Wiggins & McTighe (2005)- Understanding by Design

23. Development & Practice
Identify Desired
Results
Determine acceptable evidence
Plan learning experiences & instructions
Development & Practice
Planning Learning Experiences
What would students need to do &
Practice to achieve the outcomes?
When are students given opportunity to practice & develop skills
Topic
Before class
Priming the Learning
During Class
After class
Soil Acidity Mangement
Lecture Cap
Reading
Online Quiz
iClicker
The alfalfa field case study
Determining lime rate
Selecting the right lime product(s)
Summary & reflection submission
Main points
Connect with experiences
Apply concepts & skills in PTA

24. Development & Practice
Identify Desired
Results
Determine acceptable evidence
Plan learning experiences & instructions
Develop Learning Cycle for Topic
Sketch out a template (Before, After, During)
Discuss at your table
Topic
Before class
Priming the Learning
During Class
After class
Wiggins & McTighe (2005)- Understanding by Design

25. Experiencing Flipped Learning
Topic
Before class
‘Priming the Learning’
During Class
After class
Flipped Session
Reading on flipped course
Pre-recorded information
Brief online assessment
Just in time question
Case Study on Flipped Course
Development & Practice
How & when will you implement?- PTA

26. Just in time question
What do you think are the biggest challenges in flipping a course?
Discuss at your table
Report out to larger group

28. Upcoming Workshop