1. IT’S NOT A QUESTION OF SHOULD YOU FLIP: IT’S HOW CAN FLIPPING BE EFFECTIVE IN LARGE-ENROLLMENT CLASSROOMS? Presented by: Jeanine McDermott, PhD, RN, PHN Contributions from: Lynn Maltais, MSN, RN Teaching & Learning Conference Bemidji State University January 9, 2014

2. TODAY’S OBJECTIVES INCLUDE: 1) Discuss the meaning of “flipping” as it pertains to the classroom learning environment of class enrollments over 40 students. 2) Explore how innovative “flipping” methodologies foster students to master higher domains of learning. 3) Share “flipped” classroom strategies employed to continue to meet course and program outcomes as class section and student enrollment continues to grow.

3. BACKGROUND  Lecture often not effective  Digital Generation is well versed in access to info  Role shift for educators to assist students to:  interpret,  analyze  synthesize  apply  Classroom strategies  Innovative  Responsive  Two Goals:  respectful, non- authoritative relationship  actively engage students

4. METHODS AND PRACTICES  How to engage students to take responsibility in learning:  Creative use of Teaching Assistants to maximize interactive, engaged learning.  D2L provided ‘lecture’ materials; e.g. powerpoints, workplans  Individual & Group Readiness Assessment Tests (RATs)  Groups identifying and presenting key concepts from assigned readings  Students being held accountable to their contributions by their other group members through respectful feedback processes

5. Examples from practice: Groups identifying & presenting key concepts from assigned readings  Intro to Professional Nursing Course – 77 students  16 groups of 4 to 5 students  One unit is on the history of nursing – involves looking at historical figures of nursing and their respective contributions.  Instead of lecture, a list of historical figures is given – groups sign up for which figure they wish to research and present to class  Students were creative in use of media  Examples: Power Point; Prezi; I-Movie

6. EXAMPLES FROM PRACTICE GROUPS IDENTIFYING & PRESENTING KEY CONCEPTS  To foster active participation  Student audience challenged to come up with 2 questions for presenters  Student presenters challenged to come up with 2 test questions for final exam  Questions had to be multiple choice or multiple select  Student response to “flipping”  Beneficial to majority  Most felt empowered; a few yearned for lecture approach  Instructor response  Impressed by the caliber of questions that were returned  Thought and effort were evident in the students’ work

7. EXAMPLES FROM PRACTICE STUDENTS FOSTERED TO ACTIVELY PARTICIPATE  Ice Breaker activities  built trust & openness between group members  Readiness Assessment Tests (RATs): participation points  Individual RATs  personal accountability to come to class on time & prepared  Group RATs  Students held accountable to their contributions by their other group members through respectful feedback processes  Student response to “flipping” of lecture info with RATs:  Beneficial and appreciated by majority  Some felt frustrated by lack of preparedness of their team members  Instructor response  Impressed by the caliber of questions that were returned. Thought and effort were evident in the students’ work

8. EXAMPLES FROM PRACTICE STUDENTS ENCOURAGED TO ACTIVELY LEARN  Group activities  designed to learn in the Affective Domain  Engage all of their senses to ‘experience’ frustration of teaching to clients with communication barriers  Baggies  impaired vision, cotton balls  impaired hearing, can’t speak English… Each student was both pt. AND nurse role…  Nurse to convey: ‘Return to Dr’s Office in 2 weeks’; or ‘Drink 8 glasses of water every day’…  Student response to learning experience:  Amazed at sense of frustration felt in both pt. AND nurse role  Instructor response  Students verbalized new appreciation of pt disabilities.  Impressed by the level of participation of all students.

9. EXAMPLES FROM PRACTICE STUDENTS ENCOURAGED TO ACTIVELY LEARN  Group activities  designed to learn reflectively; assignment to foster appreciation of cultural/spiritual differences of their clients  Had international (nursing) students come to class & be ‘interviewed’ by each group  Students selected interview questions to ask  Interviewee’s asked to share at least 1 thing they wished U.S. born health care providers understood about their beliefs/practices  Student response to learning experience:  All ‘loved’ the opportunity to learn about diverse beliefs & practices  Instructor response  Surprised at gratitude from international student volunteers to share their values & beliefs with future nurses  Impressed with degree of involvement during activity

10. EXAMPLES FROM PRACTICE STUDENTS DEMONSTRATE KNOWLEDGE ACQUISITION AT APPLICATION LEVEL  Process Assignments instead of midterm & final exams  designed to assess mastery of communication skills/learning objectives at application level  Students interviewed an elder in order to complete 2 assignments that required them to apply their communication skills, analyze information, reflect on their own effectiveness  Student response to learning experiences:  Most appreciated the opportunitiy to ‘do’ instead of just read about  Some wished they could have had a traditional midterm & final exam  Instructor response  Impressed by the caliber of work that was submitted  Thought and effort were evident in the students’ work  Couldn’t have done these assessments without help of TA’s

11. OPEN UP PRESENTATION TO QUESTIONS Your thoughts, comments, Insights?

12. THANK YOU FOR ATTENDING