1. By: Latrica Williams Associate Professor of Mathematics St. Petersburg College williams.latrica@spcollege.edu

2.  Flipped Classroom  In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates. © 2014 Latrica L. Williams

3.  Flipped Classroom  In terms of Bloom’s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which “first exposure” occurs via lecture in class, with students assimilating knowledge through homework; thus the term “flipped classroom.” © 2014 Latrica L. Williams

4.  To Flip or Not to Flip?  “How can I ensure the flipped class model will be successful for my students?”  “How can I avoid the flipped class model being viewed as turning a traditional course into an online course?”  “How will students learn the required course objectives out of class? What resources will be available?”  “How can I ensure in-class time will be meaningful and beneficial as well as enlightening?” © 2014 Latrica L. Williams

5.  Creating a Flipped Class Model © 2014 Latrica L. Williams

6.  1: Outside Resources  “How can educational technology such as Your Stat Class.com be used to support out of class learning?” Your Stat Class.com Textbook Videos Homework Tests © 2014 Latrica L. Williams

7.  2. In-Class Activities and Projects  “What sort of incentive can be provided to encourage students to be prepared for class?”  Reading Quizzes  “What type of in-class activities and projects will allow students to critically think and see statistics in action?”  End of Class Summary Activities  Group Projects  Experiments © 2014 Latrica L. Williams

8.  3. The Use of Apps and Social Media  “Will the integration of mobile apps increase student participation and learning by allowing them to ask and answer questions to each other as well as participate in discussions via mobile devices?”  Ask3 by TechSmith  “How can the incorporation of social media be used for educational and social interaction?”  Twitter © 2014 Latrica L. Williams

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10.  Results  Students were better prepared for class.  The flipped class model created a student-centered learning environment.  Students were actively involved in the learning process.  Concepts were reinforced in 3 phases which resulted in deeper understanding of the material. © 2014 Latrica L. Williams

11.  Results  The flipped class model also allowed me to increase the number of conceptual questions asked and topics discussed.  Students responses to conceptual questions were more in-depth and theoretical.  In comparison to students in previous classes, students’ responses showed an increased understanding of statistical concepts.  Students test scores increased. © 2014 Latrica L. Williams

12.  Questions and/or Comments © 2014 Latrica L. Williams

13.  References  "Center for Teaching." CFT RSS. N.p., n.d. Web. 16 Feb. 2014.. © 2014 Latrica L. Williams