1. Flipping Your Classroom By Jean Andrews 1

2. What is flipping? Turning the educational process from teacher-focused to student-focused Instructor Students 2

3. Reasons to flip “If I could only get my students to work half as hard as I do…” “I’m exhausted at the end of the day.” “I don’t know if my students are learning until I grade their homework or test.” “Students learn math by doing math, not by listening to someone talk about doing math.” 3

4. Flipping what? 1. Flip classroom time 2. Flip mastery of content 3. Flip the content 4. Flip assessment 5. Flip the responsibility for learning Instructor Students 4

5. 1. Flipping classroom time Passive learning happens outside class ◦Video your own lectures and post online ◦Use videos made by others (share resources) ◦Explanations in text or audio ◦Assign lectures as “homework” Active learning happens in class ◦Students work on their “homework” in class ◦Instructors or lab assistants help individuals or small group 5

6. Why flip class time? No need to repeat lectures Active learning is given prime time Students get more individual help Better chance to get to know your students 6

7. 2. Flipping mastery of content Class moves in unison ◦Assign tasks and don’t encourage work ahead OR Allow students to control their learning pace ◦Work from a list of detailed objectives ◦Document expectations and activities ◦Digital test banks ◦Mandatory attendance 7

8. 3. Flipping how content is learned Changing the way students learn ◦From passive learning to active learning ◦Learn by poking around, trying something, making mistakes, try again, use the Help feature, and “google it.” ◦Wing students from step-by-steps. 8

9. Excellent resource “Research-Based Strategies to Ignite Student Learning” by Judy Willis, M.D., 2008 9

10. Why flip content? So that more learning goes from short- term to long-term memory 10 Short term Memorize facts Follow step-by-steps Executive functions Trial and error Discover and formulate answers Patterns are discovered and not “given” Long term Deeper learning Transferable to other situations

11. 4. Flipping assessment You provide the assessment tool Students convince you they know the content ◦Repeat knowledge ◦Demonstrate skills ◦Teach others ◦Make a contribution Practically speaking ◦“I want my students making the videos.” ◦“Work ahead so you can teach others who are behind.” ◦Some objective assessment is necessary. 11

12. 5. Flipping responsibility for learning Provide a learning path for students to follow Provide tools students need Be available to help Reward those who accept responsibility Expect students to contribute to others 12

13. Example of learning paths 13 Start Objectives check off with access to all content Pretest At least one question for each listed objective Path 1: Passing score Path 2: Medium score Path 3: Low score Activities 2 Done Post test Activities 2 Activities 1 Done Post test Done

14. Other names for flipping Emporium course ◦Development math program at Virginia Tech Student-centered learning course ◦PC Repair course at College of DuPage Buffet course ◦Statistics class at Ohio State Redesign course ◦Spanish Transition course at University of Tennessee Fully online course ◦Visual and Performing Arts course at Florida Gulf Coast University Flipped course ◦Three computer science courses at Stanford University 14

15. Necessary for flipping Flexibility ◦New ways of doing things ◦No silver bullet or one right way to flip Computer labs with generous hours Personalized on-demand assistance Mandatory student participation Plenty of digital resources (The real advantage of IT in education!) 15

16. Digital resources for flipping Videos of lectures and explanations Interactive computer software (MyITLab) Diagnostic assessments Online practice quizzes (large database) Computerized grading with instant feedback ◦Offload grading to technology On-demand content when student is stuck 16

17. Some results of flipping Students spend more time on task than listening to a lecture Students spend more time on content they know the least Students learn by doing Students can prove mastery quickly and move on Students get more individual help and develop relationships with faculty Grades and mastery improve (from 40% to 70% pass rate for one study) Lower cost per student (30% savings for one school) 17

18. More results of flipping How do you spend your time? ◦Less prep time for lecture ◦More time interacting with students ◦More time supervising lab assistants ◦Less time grading homework/quizzes/exams ◦Less “stand and deliver” and more “one on one” 18

19. From a flip to a flop??? What can go wrong? ◦Administrative by-in ◦Lack of digital resources ◦Lack of flexibility to adjust to emerging needs ◦Lack of statistics proving results (grades/cost/time) ◦Students don’t have computers or Internet access ◦Lack of setting expectations from day one (hard to flip in the middle of a course) ◦Not sticking it out past the initial shock to students (not the easy way out for students and often a culture shock) 19

20. Resources for flippers National Center for Academic Transformation at www.thencat.orgwww.thencat.org Flipped Learning Network at flippedclassroom.org flippedclassroom.org “Flip Your Classroom” by Jonathan Bergmann and Aaron Sams Khan Academy at www.khanacademy.orgwww.khanacademy.org “Jump Right In” by Jean Andrews 20

21. Contact Info Jean Andrews jeanandrews@mindspring.com 21