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FLIPPED TEACHING: INVIGORATING CLASS TIME
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Flipped Blended or hybrid Teaching with technology Flipped Blended Face-to-face Online Many, many other strategies rely on technology WHAT IS IT?
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You currently lecture in class time You want to use class more effectively Students can access your lectures in another format You will provide alternatives (universal design) Lecturing passive approach best suited to “homework” You want a learner-centered classroom environment THE PREMISE
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“More than 700 studies have confirmed that lectures are less effective than a wide range of methods for achieving almost every educational goal you can think of.” (Gibbs, 2013) Question: Will lectures in another format be any more effective? THE REALITY
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“It seems likely that having to attend large numbers of lectures leads to students adopting a passive…approach to their learning.” (Oxford Brooks University, n.d.) Research suggests active learning is more effective than passive learning, such as lectures, watching videos, and reading. THE REALITY
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“A [student] who does not do homework normally will not watch the lectures at home, even if you hold [students] accountable.” (“The Flipped Classroom is a Lie,” 2014) If your lectures are boring face-to-face, will they be less so if you video capture those lectures? THE REALITY
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The lecture is as effective as other methods for transmitting information (Bligh, 2000, pp. 4-8) Transmitting information is at the lower end of Bloom’s taxonomy for cognitive involvement Lecturing can be an effective method for transmitting information, like personal reading (Gibbs, 2013) Providing an alternative (like reading) for lectures makes contents more accessible LECTURING AS A TOOL
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Lecturing is a common tool, not a powerful one Lectures assume students are at a similar level of knowing, understanding, and cognitive processing. The larger the audience, the less likely this assumption is true. (Gibbs, 2013) Most lectures are not effective as discussion for promoting thought (Bligh, D. A., 2000, pp. 8-12) Lectures are relatively ineffective for inspiring interest (Bligh, D. A., 2000, pp. 14-17) LECTURING AS A TOOL
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Lectures are relatively ineffective for teaching values (Bligh, D. A., 2000, pp. 12-14 Lectures are relatively ineffective for personal and social adjustment as learning outcomes (Bligh, D. A., 2000, pp. 17- 18) Lectures are relatively ineffective for teaching behavioral skills (Bligh, D. A., 2000, pp. 18-19) Lectures are less effective for the learner than other pedagogies, such as writing, reflection, and critical thinking (Bean, 2011, p. xvi) LECTURING AS A TOOL
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Summarizes complex content Connects scattered information (will require multiple passes through that information) Provides updated information (current events, etc.) Provides students with content to think about Shares unique perspectives THEN WHY LECTURE AT ALL?
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Supports universal design (must provide multiple options Helps students grasp complex content (must provide in more than one “pass”) Imparts enthusiasm for a topic (Bligh doesn’t agree) Demonstrates how experts in your discipline think, communicate, solve Lecture seems comfortable for some educators and some learners THEN WHY LECTURE AT ALL?
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Provides lectures in multiple formats (must be in design) Encourages multiple passes through content Enhances textbook reading (must be in design) Encourages use of class time for interaction (engagement) WHY FLIPPED TEACHING?
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Puts passive learning in personal time Encourages “chunking” of material (must be in design) Encourages instructor to be thoughtful about contents Provides artifacts of what was covered by lecture Promotes class attendance (must be in design) WHY FLIPPED TEACHING?
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Utilize technology effectively Keep video short (15 minutes is recommended in literature) Consider universal design (alternative to watching video?) Keep lecture content focused, clear, precise FLIPPED TEACHING GUIDELINES
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Provide timely access (allow for different schedules) Encourage students to question lecture contents in class Use study guides (bring completed work to class) Use guided note taking forms Plan class time effectively (require activity) Plan and allow enough time for it! FLIPPED TEACHING GUIDELINES
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Q&A session Pro/con grid or chart Debate Guided analysis/observation Case study Field trips Role playing Quiz Discussion Interview Guest speaker Student-provided summaries Brainstorming Build consensus Problem solving Annotated bibliographies Build/conduct/analyze survey Demonstration Film/video/website exploring Games Group activities Authentic practice Problem solving Brainstorming Writing assignments CLASS TIME ALTERNATIVES
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Interactive/digital mapping Models/simulation building Guided discussion/sharing News stories Object lessons Panels Paradox discussion/debate Peer reviews/critiques Puzzle building/sharing Student presentations Storytelling Clickers/audience response Testimonials Experimentation Map building/sharing Written assignments Exam questions Discussion questions Summaries Concept mapping Examples of content Take-away points Key points in the lecture/text Authentic practice One-minute paper Journaling CLASS TIME ALTERNATIVES
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“The Flipped Classroom is a Lie.” (21 Feb. 2014). Teched Up Teacher blog. Retrieved from http://www.techedupteacher.com/the-flipped-classroom-is-a-lie/http://www.techedupteacher.com/the-flipped-classroom-is-a-lie/ Gibbs, Graham. (21 Nov. 2013). “Lectures Don’t Work, but We Keep Using Them.” Times Higher Education. Retrieved from http://www.timeshighereducation.ca.ukhttp://www.timeshighereducation.ca.uk Oxford Brooks University. (n.d.) 20 Terrible Reasons for Lecturing. Oxford Centre for Staff and Learning Development. Retrieved from http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html Cashin, W. E. (2010). “Effective Lecturing.” IDEA Paper #46. The IDEA Center. Retrieved from http://ideaedu.org/sites/default/files/IDEA_Paper_46.pdfhttp://ideaedu.org/sites/default/files/IDEA_Paper_46.pdf Bligh, D. A. (2000). What’s the Use of Lectures? San Francisco: Jossey-Bass. Bean, J. C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass. RESOURCES
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International Society for Technology in Education. (23 June 2014). “Flipped Learning: Gateway to Student Engagement Debuts at ISTE 2014 in Atlanta.” Retrieved from http://www.iste.org/about/media-relations/news- details/2014/06/23/flipped-learning-gateway-to-student-engagement-debuts-at- iste-2014-in-atlanta?gclid=CJbEptO5qsICFQoMaQodvJgAdwhttp://www.iste.org/about/media-relations/news- details/2014/06/23/flipped-learning-gateway-to-student-engagement-debuts-at- iste-2014-in-atlanta?gclid=CJbEptO5qsICFQoMaQodvJgAdw Flipped Classroom ™. (2014). Infographic. Retrieved from http://www.knewton.com/flipped-classroom/ http://www.knewton.com/flipped-classroom/ Educause. (2012). Things You Should Know About Flipped Classrooms ™. PDF file. Retrieved from https://net.educause.edu/ir/library/pdf/ELI7081.pdfhttps://net.educause.edu/ir/library/pdf/ELI7081.pdf Flipped Learning Network. (2014). A Professional Learning Community for Educators Using Flipped Teaching. Blog and forum. Retrieved from http://flippedclassroom.org/ http://flippedclassroom.org/ RESOURCES
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How will your students like flipped teaching? Will you have adequate time to flip your classes? What will you do in class? How will you enhance lectures to encourage active learning? What will you do next? FINAL QUESTIONS
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