Flipped Learning – student partnership and peer instruction

#BUFVCAGM15 Simon Lancaster

@S_J_Lancaster

A welcoming face?

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What are we trying to achieve?

1.  Address conceptual understanding

2.  Develop transferable skills

3.  Encourage critical thinking

4.  Excellent examination results

Address  conceptual  unde...

Develop  transferable  skills

Encourage  critical  thinking

Excellent  examination  res...

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Engaging students

u Vignettes

u Student authoring of resources

u Peer Instruction

u Student authoring of questions

Vignettes

Student comments on Faculty Authored Vignettes

u  “Staff vignettes are great revision tools because they are recorded well and the information is clear and concise!”

u  “Good revision tool because if you haven't completely understood something in the lecture or when revising then you can go to that place in the vignette and listen to the explanation again!”

u  “All lecturers should do it”

u  “Would be more effective if lectures were recorded as vignettes that are only 5 minutes long”

Why do you ask your students to prepare and present presentations?

A.  We don’t B.  Employability skill C.  Assessment variation D.  To provide a lasting

element of their digital portfolio

E.  Other pedagogical reasons W

e  don’t

Employability  skill

Assessm

ent  variation

To  provide  a  lasting  ele...

Other  pedagogical  reasons

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Student Authored Vignettes

Allocated topic

Presentation

Capture Edit Vignette

Publish online

Evaluation quotes u  “Thought about information

in a different way when preparing interactive questions”

u  “You can add more to existing presentation which is good”

u  “Made you go over material you might have forgotten”

u  “Had lecture notes and additional material (narration)”

u  “Highlights key areas”

u  “No experience made preparation difficult”

u  “Students don’t have a lot of time to do it. Takes longer than actual powerpoint”

u  “Need more Camtasia experience/easier software”

u  “Very good revision tool if a lot of effort is put into producing it”

u  “Quality may differ and affect revision – can’t rely on them”

A space for learning!

What is the objective of a question posed during a peer instruction session?

The importance of the question

Active learning in the lecture theatre

Where does most of the mass of a mature oak tree come from?

1.  Soil

2.  Acorn

3.  Air

4.  Sun

Soil

Acorn Air Ra

in

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The Goldilocks Zone

Which one of the three little pigs built the most environmentally sustainable house?

A.  First little pig (straw) B.  Second little pig (wood) C.  Third little pig (brick)

First  little  pig  (straw)

Second  little  pig  (wood)

Third  little  pig  (brick)

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Who is best placed to determine the Goldilocks Zone?

Student Sourcing Questions?

u  Be open to student suggestions

u  Encourage students to submit questions for use within interactive sessions

u  Use Peerwise to structure, screen and select questions in the sweet spot for peer instruction

u  Seek answers from students and even draft new questions ‘on the hoof’

The Question is Key

Including video

Conclusions Suggestions

u  Ask what you are adding by expecting your students to attend.

u  Question everything, especially the questions.

u  Try Peer Instruction… or just skip straight to PBL.

u  Just in time student authoring of questions and answers.

u  Make room for learning.

u  Relinquish as much control as possible and enjoy the ride.

Acknowledgements

u  Prof Tina Overton

u  Prof Eric Mazur

u  Prof David Read

u  Prof Simon Bates

u  Dr Ross Galloway

u  Dr Anna Wood

u  Dr Anne Nortcliffe

More than anecdotal evidence

u  Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth Active learning increases student performance in science, engineering, and mathematics PNAS 2014 ; published ahead of print May 12, 2014, doi:10.1073/pnas.131903011