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Flip that Class!

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Joanna Fulbright
Joanna Fulbright

This document summarizes a presentation about flipping the classroom. It discusses flipping classes in different subject areas like literature, math, science, and composition by moving direct instruction outside the classroom through videos and assigning higher-order thinking activities to take place during class time. Research on flipping shows benefits like increased retention rates and test scores. The presentation provides advice for creating content, implementing a flipped model, and getting support from administrators for flipping classes.

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AATYC FLIP THAT CLASS! www.slideshare.net/joannadfulbright Presented by Joanna Fulbright, Ozarka College English Instructor jfulbright@ozarka.edu
Flip that class Using Animation Software
Flip your class! ? Integrate the following ? Learner-centered classroom (Guide on the Side) ? Problem-based learning ? Outcomes-based learning ? Understanding by Design ? Increase the following ? Retention ? Rigor ? Useful collaborative learning ? Deep learning
Traditional Flipped Instructors teach lower-level Students learn lower-level skills skills inside the classroom outside classroom Examples: Examples: Read textbooks or lecture, videos, skill and online content, watch online drill, imparting basic videos/screencasts, Use a knowledge or computerized tutoring understanding, less in-class program, assess outside assessment class, more out-of-class assessment Students practice higher-level Students practice higher-level skills outside the classroom skills inside classroom with help Examples: study Examples: Various in-class groups, tutors, or visit assessments focusing on instructor during office problem solving, lab hours, primary assessment of work, and writing with peer out-of-class work feedback.
Flip that Lit class? ? Literature classes are ideally flipped. ? Students do outside reading, ? The instructor usually assesses at the beginning of class to measure whether outside learning took place, ? And the rest of class is dedicated to upper-level discussion ? Literature classes are sometimes traditional. ? the instructor does most of the talking
Flip that Math class Using a Camcorder
The Updated Bloom¡¯s Taxonomy Cognitive Flipped Class: Help is Load given mostly at the higher levels Traditional Class: Help is given mostly at the lower levels Picture credit: http://ww2.odu.edu/educ/roverbau/Bloom/fx_Bloom_New.jpg
? Understanding: can the student explain ideas or concepts? ? classify, describe, discuss, explain, identify, locate, rec ognize, report, select, translate, paraphrase ? Remembering: can the student recall or remember the information? ? define, duplicate, list, memorize, recall, repeat, reprod uce, state
Let¡¯s Create Cognitive Dissonance ? Get into groups by discipline ? Discuss how to move the gaining of discipline knowledge outside the classroom ? (10 minutes)
Content Creation ? Professional Content ? YouTube, Khan Academy, TedTalks, TedEd ? Textbook Content ? Teacher-created Screencasts ? Camtasia ($$) ? Screencast-o-matic (Free!) ? Teacher-created Video ? Camcorder ? Webcam ? Student Content (Screencast or Video)
? Analyzing: can the student distinguish between the different parts? ? appraise, compare, contrast, criticize, differentia te, discriminate, distinguish, examine, experimen t, question, test. ? Applying: can the student use the information in a new way? ? choose, demonstrate, dramatize, employ, illustra te, interpret, operate, schedule, sketch, solve, us e, write.
? Creating: can the student create a new product or point of view? ? assemble, construct, create, design, develop, formulate, write. ? Evaluating: can the student justify a stand or decision? ? appraise, argue, defend, judge, select, support, value, evaluate
Let¡¯s Create Cognitive Dissonance ? Select one main life skill the course teaches. ? Dream the impossible. What project could students create that would teach them that skill? What analysis could students do in class that would meet that outcome? (10 minutes discussion)
Possible Flipped Class Ideas ? Student Presentations based on student research ? Re-enactment/Skit ? Live Debate ? (later, ARE-ON debates between classes) ? Creative Activity/Artistic Project ? FieldWork ? Collaborative Writing Lab /Experiment ? Build a Model
Flip that Science class Using Camtasia
Flip that Algebra class Using Light- scribe
Flip that Class! How it works in Comp. II Learn low-level skills outside class: ? Students must read chapters or online content before class or lose points. ? Quizzes in my.Ozarka due ten minutes before class starts, sometimes also give a quiz in first ten minutes of class ? Screencasts for difficult points offered for review ? http://slidesix.com/view/Intext-citations-version-two-pdf-for-upload ? http://www.youtube.com/watch?v=tAHMRUgHqW8
Flip that Class! Minimize lecture: Walk around ? Lecture no more than 20% of class ? (note that lecture is not gone). ? Practice 80% of class ? Practice before reading: Students may attempt skills without much knowledge before reading: Good to create cognitive dissonance ? Practice after reading: Student practice more complex levels of skills after having read the chapters.
Flip that Class!
Flip that Comp. II class
Flip that Class!
Positive Results Fulbright Composition II Retention Rates 2009 Fall: Traditional (n=21) 2010 Spring: Traditional (n=8, 13) Year and Method of Delivery 2010 Fall: Trad. Lab (n=14) Online Section 2 2011 Spring Online (n=24) Section 1 2011 Spring: Trad Lab. (n=17, 9) 2011 Fall: Hybrid (n=7, 9) 2011 Fall: Online (n=22) 2012 Spring: Flipped (n=21, 19) 0 20 40 60 80 Retention Rates
Other results ? Breaking a large assignment into several small assignments can cause grade inflation. ? Compared to essays scored by the August 2012 Comp. II Capstone Committee, my students¡¯ grades are inflated by about a letter. ? On the other hand, giving several smaller assignments can also increase perseverance
Predicted Results This Semester Current Predicted ? The flipped classroom A-1 A-2 does not solve all B-1 B-2 problems C-3 C-2 ? But it can enable the D-2 D-1 instructor to see more F-1 F-1 clearly why a student is not likely to be retained
What does the research say? ? When Clintondale High School first implemented this model in the ninth grade, the student failure rate dropped by 33% in one year. ? One AP math instructor went from 18% of students with low scores (1¡¯s and 2¡¯s) on the AP Calculus Exam to 0% with low scores (100% with scores of 3-5). ? One high school algebra course showed a 5% increase in test scores and a 5% decrease in fail rates
What does the research say? ? Blending online and traditional learning results in higher student performance than either alone (Inside Higher Ed). ? Similar to (but not the same as) a hybrid course ? Students will likely resist at first. (Talbert) ? Students in the flipped classroom ? Were more innovative and cooperated more ? Felt more¡°lost¡± (Strayer)
Work to Stay Flipped ? Students may try hard to move the instructor back to lecture mode. ¡°If a student learns that he can get an example or solution provided to him simply by asking the professor (which is easier than working out those things by himself) what do you expect a student to do? ¡± (Talbert) ? Most data supports the flipped classroom, but not ALL. One college computer programming instructor tried it and changed back after the first test.
Flip that Philosophy Class ? ¡°I flipped my class and didn¡¯t know it . . .¡± ? This has made the class come alive ? Introduce hot topic ? Class time used to discuss and apply learning ? ¡°I've turned a dry, technical unit into one where students arrive to class wondering about the exciting topic for the day.¡± ? I would say 80% of my students like this flipped portion of the semester. ¡± (Salvarad)
Kathy Schrock¡¯s Guide to Apps Organized by Bloom¡¯s Revised
Bad Reasons for Flipping ? Students will appreciate any/all technology (Only use technology when it helps teach) ? Using more technology will make a class ¡°cutting edge¡± (Creating online content is not really that new¡ªmany students create and post their own content) ? Because it¡¯s easier (It increases student learning, but it takes a lot of time) ? (Bergman and Sams)
Favorite Content Sources ? YouTube, Vimeo ? Khan Academy ? Ted Talks ? TedEd ? Merlot Favorite Content Creator ? Screencast-o-matic
Advice: ?Read Flip Your Classroom and check out their 22-minute video intro to flipping. ?Go to YouTube and search for ¡°flip¡± or ¡°flipped¡± class and your topic/course ?Go to Ted.com and check out the talk given by the founder of Khan Academy after he discovered his videos were used in the flipped classroom
Advice for Administrators ? Provide coaching , assist in finding a coach, or Encourage ¡°flipped teachers¡± to coach others ? Understand that learning in a flipped classroom can look loud and disorganized ? Communicate that you primarily value learning ? Encourage instructors to embrace the dissonance that can come with change ? Be a sounding board or a buffer when needed ? Model the flipped classroom by flipping meetings ? (Bergman)
Advice for Faculty ? Note in the syllabus that students need internet access ? Start with an online course ? Use other people¡¯s content ? Professionals (Khan Academy, TedTalks) ? Textbooks ? Students ? Do not re-do screencasts until they are perfect ? Consider doing screencasts at home, before work, or after work until AREON is implemented
Help one another ? Don¡¯t do it alone: Find friends who are flipping. ? Try http://flippedclassroom.org/ ? Start commenting on ¡°flipper¡¯s¡± blogs ? Start your own ¡°flipped¡± blog ? Network here at AATYC, share ideas, exchange email, friend on Facebook ? Collaborate later through AREON ? Share content creation
ºÝºÝߣ Availability ? http://www.slideshare.net/ joannadfulbright

More Related Content

Flip that Class!

  • 1. AATYC FLIP THAT CLASS! www.slideshare.net/joannadfulbright Presented by Joanna Fulbright, Ozarka College English Instructor jfulbright@ozarka.edu
  • 2. Flip that class Using Animation Software
  • 3. Flip your class! ? Integrate the following ? Learner-centered classroom (Guide on the Side) ? Problem-based learning ? Outcomes-based learning ? Understanding by Design ? Increase the following ? Retention ? Rigor ? Useful collaborative learning ? Deep learning
  • 4. Traditional Flipped Instructors teach lower-level Students learn lower-level skills skills inside the classroom outside classroom Examples: Examples: Read textbooks or lecture, videos, skill and online content, watch online drill, imparting basic videos/screencasts, Use a knowledge or computerized tutoring understanding, less in-class program, assess outside assessment class, more out-of-class assessment Students practice higher-level Students practice higher-level skills outside the classroom skills inside classroom with help Examples: study Examples: Various in-class groups, tutors, or visit assessments focusing on instructor during office problem solving, lab hours, primary assessment of work, and writing with peer out-of-class work feedback.
  • 5. Flip that Lit class? ? Literature classes are ideally flipped. ? Students do outside reading, ? The instructor usually assesses at the beginning of class to measure whether outside learning took place, ? And the rest of class is dedicated to upper-level discussion ? Literature classes are sometimes traditional. ? the instructor does most of the talking
  • 6. Flip that Math class Using a Camcorder
  • 7. The Updated Bloom¡¯s Taxonomy Cognitive Flipped Class: Help is Load given mostly at the higher levels Traditional Class: Help is given mostly at the lower levels Picture credit: http://ww2.odu.edu/educ/roverbau/Bloom/fx_Bloom_New.jpg
  • 8. ? Understanding: can the student explain ideas or concepts? ? classify, describe, discuss, explain, identify, locate, rec ognize, report, select, translate, paraphrase ? Remembering: can the student recall or remember the information? ? define, duplicate, list, memorize, recall, repeat, reprod uce, state
  • 9. Let¡¯s Create Cognitive Dissonance ? Get into groups by discipline ? Discuss how to move the gaining of discipline knowledge outside the classroom ? (10 minutes)
  • 10. Content Creation ? Professional Content ? YouTube, Khan Academy, TedTalks, TedEd ? Textbook Content ? Teacher-created Screencasts ? Camtasia ($$) ? Screencast-o-matic (Free!) ? Teacher-created Video ? Camcorder ? Webcam ? Student Content (Screencast or Video)
  • 11. ? Analyzing: can the student distinguish between the different parts? ? appraise, compare, contrast, criticize, differentia te, discriminate, distinguish, examine, experimen t, question, test. ? Applying: can the student use the information in a new way? ? choose, demonstrate, dramatize, employ, illustra te, interpret, operate, schedule, sketch, solve, us e, write.
  • 12. ? Creating: can the student create a new product or point of view? ? assemble, construct, create, design, develop, formulate, write. ? Evaluating: can the student justify a stand or decision? ? appraise, argue, defend, judge, select, support, value, evaluate
  • 13. Let¡¯s Create Cognitive Dissonance ? Select one main life skill the course teaches. ? Dream the impossible. What project could students create that would teach them that skill? What analysis could students do in class that would meet that outcome? (10 minutes discussion)
  • 14. Possible Flipped Class Ideas ? Student Presentations based on student research ? Re-enactment/Skit ? Live Debate ? (later, ARE-ON debates between classes) ? Creative Activity/Artistic Project ? FieldWork ? Collaborative Writing Lab /Experiment ? Build a Model
  • 15. Flip that Science class Using Camtasia
  • 17. Flip that Class! How it works in Comp. II Learn low-level skills outside class: ? Students must read chapters or online content before class or lose points. ? Quizzes in my.Ozarka due ten minutes before class starts, sometimes also give a quiz in first ten minutes of class ? Screencasts for difficult points offered for review ? http://slidesix.com/view/Intext-citations-version-two-pdf-for-upload ? http://www.youtube.com/watch?v=tAHMRUgHqW8
  • 18. Flip that Class! Minimize lecture: Walk around ? Lecture no more than 20% of class ? (note that lecture is not gone). ? Practice 80% of class ? Practice before reading: Students may attempt skills without much knowledge before reading: Good to create cognitive dissonance ? Practice after reading: Student practice more complex levels of skills after having read the chapters.
  • 20. Flip that Comp. II class
  • 22. Positive Results Fulbright Composition II Retention Rates 2009 Fall: Traditional (n=21) 2010 Spring: Traditional (n=8, 13) Year and Method of Delivery 2010 Fall: Trad. Lab (n=14) Online Section 2 2011 Spring Online (n=24) Section 1 2011 Spring: Trad Lab. (n=17, 9) 2011 Fall: Hybrid (n=7, 9) 2011 Fall: Online (n=22) 2012 Spring: Flipped (n=21, 19) 0 20 40 60 80 Retention Rates
  • 23. Other results ? Breaking a large assignment into several small assignments can cause grade inflation. ? Compared to essays scored by the August 2012 Comp. II Capstone Committee, my students¡¯ grades are inflated by about a letter. ? On the other hand, giving several smaller assignments can also increase perseverance
  • 24. Predicted Results This Semester Current Predicted ? The flipped classroom A-1 A-2 does not solve all B-1 B-2 problems C-3 C-2 ? But it can enable the D-2 D-1 instructor to see more F-1 F-1 clearly why a student is not likely to be retained
  • 25. What does the research say? ? When Clintondale High School first implemented this model in the ninth grade, the student failure rate dropped by 33% in one year. ? One AP math instructor went from 18% of students with low scores (1¡¯s and 2¡¯s) on the AP Calculus Exam to 0% with low scores (100% with scores of 3-5). ? One high school algebra course showed a 5% increase in test scores and a 5% decrease in fail rates
  • 26. What does the research say? ? Blending online and traditional learning results in higher student performance than either alone (Inside Higher Ed). ? Similar to (but not the same as) a hybrid course ? Students will likely resist at first. (Talbert) ? Students in the flipped classroom ? Were more innovative and cooperated more ? Felt more¡°lost¡± (Strayer)
  • 27. Work to Stay Flipped ? Students may try hard to move the instructor back to lecture mode. ¡°If a student learns that he can get an example or solution provided to him simply by asking the professor (which is easier than working out those things by himself) what do you expect a student to do? ¡± (Talbert) ? Most data supports the flipped classroom, but not ALL. One college computer programming instructor tried it and changed back after the first test.
  • 28. Flip that Philosophy Class ? ¡°I flipped my class and didn¡¯t know it . . .¡± ? This has made the class come alive ? Introduce hot topic ? Class time used to discuss and apply learning ? ¡°I've turned a dry, technical unit into one where students arrive to class wondering about the exciting topic for the day.¡± ? I would say 80% of my students like this flipped portion of the semester. ¡± (Salvarad)
  • 29. Kathy Schrock¡¯s Guide to Apps Organized by Bloom¡¯s Revised
  • 30. Bad Reasons for Flipping ? Students will appreciate any/all technology (Only use technology when it helps teach) ? Using more technology will make a class ¡°cutting edge¡± (Creating online content is not really that new¡ªmany students create and post their own content) ? Because it¡¯s easier (It increases student learning, but it takes a lot of time) ? (Bergman and Sams)
  • 31. Favorite Content Sources ? YouTube, Vimeo ? Khan Academy ? Ted Talks ? TedEd ? Merlot Favorite Content Creator ? Screencast-o-matic
  • 32. Advice: ?Read Flip Your Classroom and check out their 22-minute video intro to flipping. ?Go to YouTube and search for ¡°flip¡± or ¡°flipped¡± class and your topic/course ?Go to Ted.com and check out the talk given by the founder of Khan Academy after he discovered his videos were used in the flipped classroom
  • 33. Advice for Administrators ? Provide coaching , assist in finding a coach, or Encourage ¡°flipped teachers¡± to coach others ? Understand that learning in a flipped classroom can look loud and disorganized ? Communicate that you primarily value learning ? Encourage instructors to embrace the dissonance that can come with change ? Be a sounding board or a buffer when needed ? Model the flipped classroom by flipping meetings ? (Bergman)
  • 34. Advice for Faculty ? Note in the syllabus that students need internet access ? Start with an online course ? Use other people¡¯s content ? Professionals (Khan Academy, TedTalks) ? Textbooks ? Students ? Do not re-do screencasts until they are perfect ? Consider doing screencasts at home, before work, or after work until AREON is implemented
  • 35. Help one another ? Don¡¯t do it alone: Find friends who are flipping. ? Try http://flippedclassroom.org/ ? Start commenting on ¡°flipper¡¯s¡± blogs ? Start your own ¡°flipped¡± blog ? Network here at AATYC, share ideas, exchange email, friend on Facebook ? Collaborate later through AREON ? Share content creation