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Designing a Flipped Learning Experience

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August 26, 2015

Designing a Flipped Learning Experience

Workshop Sponsors

Workshop goals

Removed: flipped, classroom, learn, class, courses

Schedule9:00 - 9:45 Welcome and introductions

9:45 - 11:00 How do we teach? With coffee11:00 - 11:30 Motivation for change11:30 - 12:00 What does the research say?12:00 -12:30 Lunch provided12:30 - 1:00 Sorting material1:00 - 1:20 Obtaining student buy-in1:20 - 2:00 Brainstorming With coffee2:00 - 2:20 Example courses2:20 - 2:45 Work on your own class2:45 - 3:00 Methods of getting material online3:00 - 4:30

Breakout I & II: Deliver, Assess, Collaborate4:30 - 4:45 Wrap up

Facilitating team

Sarah HayesChemistry

Denise ThorsenElectrical Engineering

Lori SowaEngineering Education

Participant introductions

2 minutes: Introduce yourself to your neighborname

subject areaclass flipping

fun fact

Introduce your partner to the group30 seconds each person

How Do We Teach?

How do we teachDenise

How do we Teach?

In Class Out of Class

Go Get Coffee

How do we Teach?

0 2 4 6 8 10 12

0

0.5

1

1.5

2

2.5

3

Listen to Lecture

0 2 4 6 8

8

9

10

11

12

13

14

Total Time

How Do We Learn?

Using Meyer Brigg Type indicators:

75% of faculty classify as intuitive introverts (IN)Only 10% of students are IN

50% of students classify as sensing extroverts (ES)

Most faculty have personalities and learningpreferences “almost opposite” of the students

Faculty aren’t normal

Extrovert Introvert

Sensing Active concrete Reflective concrete

Intuition Active abstract Reflective abstract

Muzzi, CM. (2004)

Motivation for Change

We teach how we were taught, not how we learn

Motivation for flipping

Motivation for flipping

Removed: student(s), class, learning

Motivation for flipping

in‐class timeimproved learningcuriositystudent flexibilityother

In-class timeStudent engagementActive learningHands-on experienceCollaborationPractice

Improved learningBetter learning outcomesMore time to answer student questions and assess

student knowledge

Hesitations for flipping

Hesitations for flipping

Removed: student(s) class, classroom, learning

Hesitations for flipping

pedagogicalstudent resistanceInstructor timeU. supportother

Pedagogical questionsHow to get startedIs it the right solution?Is missing class a problem?Are learning styles accommodated?

Student resistanceGetting student “buy in”Incentivising class preparation

Instructor time commitment in generating materials

Hesitations for flipping

pedagogicalstudent resistanceInstructor timeU. supportother

University supportFrom administration and departmentA/V resourcesSuitable classrooms

OtherClass sizeMaterial coverage

Motivation for change

Teachingvs

Learning .

Motivation for flipping CHEM 212: Chemical Equilibrium and Analysis

Goal: student mastery of statistics and equilibrium calculations1. Data Treatment

Krummel, 20032. Equilibrium

3. Instrumentation

Motivation for flipping CHEM 212: Chemical Equilibrium and Analysis

Why flip?• Time in class to nucleate group work

• Instant feedback

• Support from peers and faculty

• Group work lowers activation barriers

• More time for in-depth

descriptions and practice problems

ACS Guidelines and Evaluation Procedures for Bachelor’s Degree Programs (pg 19)

Motivation for flippingEE 102: Intro to Electrical and Computer Eng.

Goal: Model problem solving for students. Develop ability to function on multi-disciplinary teams.

Motivation for flipping EE 102: Intro to Electrical and Computer Eng.

Why flip?

• Model diversity of problem solving approaches.

• Students work together, teach each other, develop social capital.

Often times I would teach my partner how to do the problems and help them understand while [other] times I got help from my partner and they helped me understand.  If it were not for this system I believe I would have spent a lot of wasted time trying to teach myself the class content.  ~Freshman EE 102 student, Spring 2015

Research on Active LearningThe one who does the work does the learning

~Learner Centered Teaching, T. Doyle

Flipping the classroom is a vehicle for introducing

active learning into the classroom

Bloom’s Taxonomy

Lecture Pause

Think-Pair-Share

Small group work

Problem-based

learning

Project-based

learning

Collaborative Learning

Peer Instruction

active learning = introducing activities that promote student engagement

What does the research say? Active learning

Does it work?

Prince, M. (2004). Does active learning work? A review of the research. JOURNAL OF ENGINEERING EDUCATION, 93, 223‐232.

Define “work”

learning outcomes: factual knowledge critical thinking problem solvingteamwork skillsstudent attitudes retentionsocial capital

What does the research say? Attention span

• Roughly 15 minutes

• Student recall: 70% of what is presented in the first 10 minutes of lecture, 20% from last 10 minutes1

• Lecture pause: increased short term recall (108/80 correct facts) and long-term retention (89.4%/80.4% exam scores)2

1 Hartley, J., and Davies, I., “Note Taking: A Critical Review,” Programmed Learning and Educational Technology, Vol. 15, 1978, pp. 207–224. 

2 Ruhl, K., C. Hughes, and P. Schloss, “Using the Pause Procedure to Enhance Lecture Recall,” Teacher Education and Special Education, Vol. 10, Winter 1987, pp. 14–18. 

What does the research say? Learning gains

Hake, R., “Interactive‐Engagement vs. Traditional Methods: A Six‐Thousand‐Student Survey of Mechanics Test Data for Introductory Physics Courses,” American Journal of Physics, Vol. 66, No. 1, 1998, p. 64. 

Survey of pre/post test data (Halloun‐Hestenes Mechanics Diagnostic test or Force Concept Inventory) for 62 introductory physics courses enrolling N = 6542 students (high school, college, University). 

low g

medium g

high g

Prince, M. (2004). Does active learning work? A review of the research. JOURNAL OF ENGINEERING EDUCATION, 93, 223‐232.

What does this mean? Improve test score from 75% to 81%Improve retention by 22%

What does the research say? Collaborative learning

Prince, M. (2004). Does active learning work? A review of the research. JOURNAL OF ENGINEERING EDUCATION, 93, 223‐232.

PBL consistently produces better student attitudes

What does the research say? problem based learning

What does the research say? Active learning

Broad support for effectiveness of active learning.

Method of implementation and learning outcome goals are important

Research suggests that faculty consider a non-traditional model to improve academic acheivement and student attitudes

What does the research say? Flipped classroom

Sophomore Linear Algebra (Love et al, 2014)

Love, B., Hodge, A., Grandgenett, N., & A.W. Swift (2014). Student learning and perceptions in a flipped linear algebra course, International Journal of Mathematical Education in Science and Technology, 45:3, 317‐324.

Pre‐Class During Class Post‐Class

Trad

ition

al Prepare for Class. Lecture 

videos available

Review, answer questions, 

students answer true/false from 

text

Lecture on new material, work examples, 

involve class in discussion

Odd‐numbered homework problems

Flippe

d

Prepare for Class. Lecture 

videos available. 

Answer set of three 

questions.

Review areas that were 

unclear based on pre‐class questions,  

students answer true/false from 

text

Students work even number problems on board in 

rotating pairs. One “writer”, one “helper” 

Odd‐numbered homework problems

Sophomore Linear Algebra (Love et al, 2014)

Love, B., Hodge, A., Grandgenett, N., & A.W. Swift (2014). Student learning and perceptions in a flipped linear algebra course, International Journal of Mathematical Education in Science and Technology, 45:3, 317‐324.

Pre-class Questions:

(1) Suppose you have two nonzero vectors, say u and v. How many linear combinations of u and v exist? Explain. Suppose u is the zero vector. Then how many linear combinations of u and v exist? Explain. 

(2) If you have two vectors, say u and v where v is a multiple of u, how is span{u}related to span{u,v}? Explain. 

The third question was always the same; it was:

(3) What did you find difficult or confusing about this section? If nothing was difficult or confusing, what did you find most interesting? Please be as specific as possible.

Sophomore Linear Algebra (Love et al, 2014)

Love, B., Hodge, A., Grandgenett, N., & A.W. Swift (2014). Student learning and perceptions in a flipped linear algebra course, International Journal of Mathematical Education in Science and Technology, 45:3, 317‐324.

Results: Academic performance

1. Individual student exam scores showed greater improvement throughout the course in the flipped section compared to traditional

2. Final exam score average 89.5 (flip) /87.4 (trad)

Sophomore Linear Algebra (Love et al, 2014)

Love, B., Hodge, A., Grandgenett, N., & A.W. Swift (2014). Student learning and perceptions in a flipped linear algebra course, International Journal of Mathematical Education in Science and Technology, 45:3, 317‐324.

Results: Student perceptions

1. 74% of students in flipped section had positive attitude about flip

2. By the end of the course, 81% were comfortable working problems on board with classmates

3. 56% agreed they were more comfortable talking with classmates in this course compared to other mathematics courses (compared to 21% from lecture section)

4. Over 70% of students agreed that explaining material to a partner helped them develop a deeper understanding of the material

Assessment – how do you know if it “works”?

Data AFTER 

Treatment

Data BEFORE 

Treatment

Data: Control Group

Data: Treatment Group

Ideally…But often…

or

How to approach assessment

• Define your goals (learning outcomes, specific objectives)

• Identify ways to measure the identified learning outcomes/objectives

• Implement a formal or informal assessment plan

• Consider partnering with an educational researcher for more robust assessment

Quantitative, Qualitative, or Mixed Methods Research

Common Methods of Assessment

• Pre/Post Concept Inventories• Comparison of current/historic exam scores• Student attitude surveys• Focus group or individual student interviews• Artifact investigation• Student self reflections• Peer instruction (before/after clicker questions)• Informal assessment (think about things such as how

much one-on-one time you spent with students, or what percentage of the class asked questions or participated)

IRB Compliance

Gretchen Hundertmarkghundertmark@alaska.edux7800

1. Take the training. 2. Submit your application through 

IRBNet.

IRB Compliance

IRB Compliance

Lunch time!

Questions?

Grab your stuff and move to the table with the color of your name tag

Introduce yourselves while you munch

The Biggest Hurdle: Sorting Material

Pre-Class In Class Post-Class

Course material

Sorting Course Materials- Traditional

Reading

Pre-Class In Class Post-Class

Lecture Homework

Bloom’s Taxonomy

When do your students need you and their peers the most?

Ohio State UniversityCenter for Excellence in Teaching and Learning

Sorting Course Materials- Flipped

Pre-Class In Class Post-Class

Bloom’s lower levels

Bloom’s mid-high levels

Bloom’s high levels and practice

Sorting Course Materials- Flipped

Pre-Class In Class Post-Class

Reading and videos, notes,

practice problems

Group workPractice problems

Discussion

Additional practice and

creation

Flipped Learning Cycle

1. Collect facts, definitions, equations

Start to practice and ID Qs

2. Active LearningStructured time

Assess understanding

ActivitiesGroup work

Worked examplesDiscussionCase studies

quizzes

3. Additional practice to achieve content 

mastery

At home

In ClassLearning 

Opportunities

Pre-Class Material

• Read text book

• Watch videos

• Take notes

• Do problems

• Worksheets

• Equation

sheets

In Class: Active Learning

1. Assess student knowledgeDid students “get it”?

2. Hold students accountable for pre-class learning

3. Nucleate group work, build social capitalInstant feedback, support from peers and faculty

4. Do the things you always wanted to, but never had time for

In Class: Best Practices

• High incentives for students to do pre-class activities

• Design highly engaging, active in class activitiesRetrieve, apply, extend pre-class material

• Keep classroom environment highly structured to keep students on task and learning

Flipped Classroom Field Guide

Post Class Activities

• Additional practice

• Reflection

• Create demonstration of understanding

Most common stumbling blocks

• Students don’t buy into model

• Students don’t prepare for class

• Students don’t attend lectures

• Instructors crushed by preparation

• Physical constraints of classroom

Flipped Classroom Field Guide

Flipping a Large Lectures

• Break class up– Temporal separation

– Spatial separation

• Use TAs or recent high performing students to help facilitate discussions

Student Buy-In

Student Buy-In

Set expectations on the first day

FEAR ANGERBETRAYAL

Students need to be prepared for the flipped classroom

Send a welcome email

Reinforce expectations

Stay the Course!

Idea share

Rules:

1. Everyone gets a marker and should be writing!

2. Respond to the prompt on the paper2 minutes silent writing, no talking

3 minutes discussion and continued idea generation

3. After 5 minutes, promptly rotate with your group

4. Keep your marker with you as you rotate

Don’t worry!

There is time at the end to review all comments

Idea share

Grab a coffee!

Wander around looking at the comments and ideas everyone shared

Idea share Prompts

1. How can we assess if students are learning better/more etc?

2. How can we encourage students to embrace this unusual class model?

3. How can we get students to come prepared to class?

4. What active learning activities do you use? or what could you imaging using if you had more time?

Course Examples

• CHEM 212: Chemical Equilibrium and Analysis

• EE 102: Intro to Electrical and Computer Engineering

Flipping Chemical Equilibrium and Analysis

• Time to nucleate group work lowering activation barriers

• Instant feedback and support from peers and faculty

• More time for in-depth descriptions and practice problems

Pre-Class In Class Post-Class

Flipping Chemical Equilibrium and Analysis

1. Watch lecture videos, do worksheets, do practice problems.

2. Quick lecture, example problems, 

activities.

3. Groups work on daily assignments and activities.

4. Review problems as a whole class.

5. Additional practice

At home

In ClassLearning 

Opportunities

Before coming to class

• Watch video, read text

• Fill in worksheet (graded)– Definitions, equations

– Easy practice problems

Before coming to class

Before coming to class

Before coming to class

Before coming to class

In Class

• Creative dance (illustrating solubility product)

• Detailed discussion of special cases

• Worked examples of complex problems

• Small group work

• Go over problems students solve as a whole class

After Class

• Additional practice problems (graded)

Flipping: Chemical Equilibrium and Analysis

Pre-Class In Class Post-Class

1. Watch lecture video or read chapter.

2. Do worksheet (collect facts, equations and problems)

3. Identify questions.

1. Homework due2. Ask questions3. Work problems in

groups4. Review problems as a

whole class

1. Review video or text as needed

2. Assigned homework problems

Flipping: Intro to Electrical and Computer Eng.

Flipping: Intro to Electrical and Computer Eng.

Flipping: Intro to Electrical and Computer Eng.

• Course Navigation:– Where students find course information

– Where students find due dates for all assignments

– How students ask questions outside of office hours

– Where students find me during office hours

– What students were required to do for their first assignment.

• Daily Double– How do you get an A!

Flipping: Intro to Electrical and Computer Eng

Pre-Class In Class Post-Class

1. Watch lecture or read chapter.

2. Take notes.3. Identify questions.4. Pre-Class Assessment

1. Ask questions2. In pairs work

problem3. Identify questions4. Review problems as a

whole class

1. Review lecture -chapter as needed

2. Assigned problems

Flipping: Intro to Electrical and Computer Eng

Before coming to class Pre-Class

Before coming to class Pre-Class

In Class In Class

Partners1 Charlie Brown Lucy 162 Road runner Willie Coyote 173 Donald Duck Mickey Mouse 184 Scoobie Doo Shaggy 195 Bart Simpson Mr. Burns 206 Eric Cartman Kenny McCormick 217 Mowgli Shere Khan 228 Garfield Odie 239 Calvin Hobbs 24

10 Popeye Olive Oil 2511 Elmer Fudd Bugs Bunny 2612 Chip Dale 2713 Tom Jerry 2814 Sylvester Puddy-cat Tweety Bird 2915 Wallace Grommet 30

In Class In Class

In Class In Class

After Class Post-Class

Your turn

Pre-Class In Class Post-Class

Integrating Technology

Supporting instructors in developing engaging courses on campus and at a distance

Integrating Technology

Breakout I 3:00-3:45Breakout II 3:45-4:30

Deliver- Content creation and hostingMurie 103

Assess- Options for assessing student learning formally and in real time

Murie 105

Collaborate- Working together in the classroom

Murie 107

Deliver

Assess

Collaborate

Pre-Class In Class Post-Class