1. “Over Easy” Flipped Experience: Preparing Faculty To Effectively Implement Flipped Teaching Ryan Banow - @rbanow - r.b@usask.ca The Gwenna Moss Centre For Teaching Effectiveness University Of Saskatchewan CC- BY, R. Banow, 2015 1

2. Outline 1.What is flipped teaching? 2.Format of Over Easy 3.Effectiveness of Over Easy 4.Conversation CC- BY, R. Banow, 2015 2

3. What is Flipped Teaching? Flipped teaching is the process of moving lecture content from face-to-face class time to before class by assigning it as homework. This allows for more interactive, active, and student-centred types of learning to take place during the scheduled class time. Flipped teaching often involves, but is not limited to, students viewing lecture videos as homework. (GMCTE, 2013)GMCTE, 2013 CC- BY, R. Banow, 2015 3

4. Advantages of Flipped Teaching Students move at their own pace Better insight into student difficulties Classroom time can be used more effectively and creatively Increased level of student achievement, interest, and engagement Aligns with current learning theories Utilizes technology effectively, which is appropriate for “21 st century learning” (Fulton, 2012)Fulton, 2012 CC- BY, R. Banow, 2015 4

5. Structure Of Over Easy It is a “flipped” experience. Group size is around 5 people. Pre-Day 1 View videos and read short articles on flipped teaching View example materials Complete an online quiz Install software CC- BY, R. Banow, 2015 5

6. Structure Of Over Easy Day 1 (~5 hours) What and Why discussion with experienced guests Group summarizing elements of what makes an effective flipped classroom Hands-on session creating a short video (Camtasia) Alternatives to creating your own videos CC- BY, R. Banow, 2015

7. Structure Of Over Easy Pre-Day 2 View video on active learning strategies Submit two teaching strategy ideas to online form Day 2 (~3 hours) Making effective use of in-class time (strategy jigsaw) Blueprinting your flipped classroom or creating a lesson plan On-going one-on-one support with Instructional Designers. CC- BY, R. Banow, 2015 7

8. Effectiveness Of Format 21 attendees over 3 offerings Have data from 15; 10 have gone on to flip (67%) Some attendees have not been in teaching roles since Some have gone on to flip the entire term whereas most have dabbled with flipping certain topics All participants that have flipped plan to continue to flip in upcoming terms CC- BY, R. Banow, 2015 8

9. Effectiveness Of Format “[Next year] I will do one [flipped] lecture a month” “…it went great and the students loved it…often the students end up having a free-flowing discussion…without me even trying” “97% of [students] thought this was better than regular lecture” “I ended up adding some of the elements we discussed to make things a little more interactive” “Flipping the class has also forced me to be more creative” CC- BY, R. Banow, 2015 9

10. Effectiveness Of Format “I opted to not [flip]…mainly because there already is a fair amount of work outside the classroom that would still not be covered in class (such as lab reports)” “next time…book in some ‘studio time’ with instructors so we are forced to record a lecture as a part of finishing the workshop” Desire for creating a community of practice CC- BY, R. Banow, 2015 10

11. What has your school done to support and develop flipped teaching? (These responses were collected via PollEverywhere) CC- BY, R. Banow, 2015 11

12. Thank You for Attending I would be very happy to stay connected with you as we navigate how to support instructors. My email is r.b@usask.ca Twitter @rbanow Ryan Banow University of Saskatchewan 12 CC- BY, R. Banow, 2015