FLIPPED TEACHING: INVIGORATING

CLASS TIME

Flipped Blended or hybridTeaching with technology

Flipped Blended Face-to-face Online Many, many other strategies rely on technology

WHAT IS IT?

You currently lecture in class timeYou want to use class more eff ectively Students can access your lectures in another formatYou will provide alternatives (universal design)Lecturing passive approach best suited to

“homework”You want a learner-centered classroom environment

THE PREMISE

“More than 700 studies have confirmed that lectures are less eff ective than a wide range of methods for achieving almost every educational goal you can think of.” (Gibbs, 2013)

Question: Will lectures in another format be any more eff ective?

THE REALITY

“It seems likely that having to attend large numbers of lectures leads to students adopting a passive…approach to their learning.” (Oxford Brooks University, n.d.)

Research suggests active learning is more eff ective than passive learning, such as lectures, watching videos, and reading.

THE REALITY

“A [student] who does not do homework normally will not watch the lectures at home, even if you hold [students] accountable.” (“The Flipped Classroom is a Lie,” 2014)

If your lectures are boring face-to-face, will they be less so if you video capture those lectures?

THE REALITY

The lecture is as eff ective as other methods for transmitting information (Bligh, 2000, pp. 4-8)

Transmitting information is at the lower end of Bloom’s taxonomy for cognitive involvement

Lecturing can be an eff ective method for transmitting information, like personal reading (Gibbs, 2013)

Providing an alternative (like reading) for lectures makes contents more accessible

LECTURING AS A TOOL

Lecturing is a common tool, not a powerful one

Lectures assume students are at a similar level of knowing, understanding, and cognitive processing. The larger the audience, the less likely this assumption is true. (Gibbs, 2013)

Most lectures are not eff ective as discussion for promoting thought (Bligh, D. A., 2000, pp. 8-12)

Lectures are relatively ineff ective for inspiring interest (Bligh, D. A., 2000, pp. 14-17)

LECTURING AS A TOOL

Lectures are relatively ineff ective for teaching values (Bligh, D. A., 2000, pp. 12-14

Lectures are relatively ineff ective for personal and social adjustment as learning outcomes (Bligh, D. A., 2000, pp. 17-18)

Lectures are relatively ineff ective for teaching behavioral skills (Bligh, D. A., 2000, pp. 18-19)

Lectures are less eff ective for the learner than other pedagogies, such as writing, reflection, and critical thinking (Bean, 2011, p. xvi)

LECTURING AS A TOOL

Summarizes complex content

Connects scattered information (will require multiple passes through that information)

Provides updated information (current events, etc.)

Provides students with content to think about

Shares unique perspectives

THEN WHY LECTURE AT ALL?

Supports universal design (must provide multiple options

Helps students grasp complex content (must provide in more than one “pass”)

Imparts enthusiasm for a topic (Bligh doesn’t agree)

Demonstrates how experts in your discipline think, communicate, solve

Lecture seems comfortable for some educators and some learners

THEN WHY LECTURE AT ALL?

Provides lectures in multiple formats (must be in design)

Encourages multiple passes through content

Enhances textbook reading (must be in design)

Encourages use of class time for interaction (engagement)

WHY FLIPPED TEACHING?

Puts passive learning in personal time

Encourages “chunking” of material (must be in design)

Encourages instructor to be thoughtful about contents

Provides artifacts of what was covered by lecture

Promotes class attendance (must be in design)

WHY FLIPPED TEACHING?

Utilize technology effectively Keep video short (15 minutes is recommended in

literature)

Consider universal design (alternative to watching video?)

Keep lecture content focused, clear, precise

FLIPPED TEACHING GUIDELINES

Provide timely access (allow for diff erent schedules)

Encourage students to question lecture contents in class Use study guides (bring completed work to class) Use guided note taking forms

Plan class time eff ectively (require activity)

Plan and allow enough time for it!

FLIPPED TEACHING GUIDELINES

Q&A sessionPro/con grid or chartDebateGuided analysis/observationCase studyField tripsRole playingQuizDiscussion InterviewGuest speakerStudent-provided summariesBrainstorming

Build consensusProblem solvingAnnotated bibliographiesBuild/conduct/analyze

surveyDemonstrationFilm/video/website exploringGamesGroup activities

Authentic practice Problem solving Brainstorming Writing assignments

CLASS TIME ALTERNATIVES

Interactive/digital mappingModels/simulation building Guided discussion/sharingNews stories Object lessonsPanelsParadox discussion/debatePeer reviews/critiquesPuzzle building/sharingStudent presentationsStorytellingClickers/audience responseTestimonials

ExperimentationMap building/sharingWritten assignments

Exam questions Discussion questions Summaries Concept mapping Examples of content Take-away points Key points in the lecture/text Authentic practice One-minute paper Journaling

CLASS TIME ALTERNATIVES

“The Fl ipped Classroom is a L ie.” (21 Feb. 2014). Teched Up Teacher b log. Retr ieved from http:/ /www.techedupteacher.com/the-fl ipped-classroom-is-a- l ie/

Gibbs, Graham. (21 Nov. 2013). “Lectures Don’t Work, but We Keep Using Them.” Times Higher Education. Retr ieved from http:/ /www.t imeshighereducation.ca.uk

Oxford Brooks Universi ty. (n.d.) 20 Terr ib le Reasons for Lecturing. Oxford Centre for Staff and Learning Development. Retr ieved from http:/ /www.brookes.ac.uk/services/ocsld/resources/20reasons.html

Cashin, W. E. (2010). “Eff ect ive Lectur ing.” IDEA Paper #46. The IDEA Center. Retr ieved from http:/ / ideaedu.org/s i tes/default /fi les/ IDEA_Paper_46.pdf

Bl igh, D. A. (2000). What’s the Use of Lectures? San Francisco: Jossey-Bass.

Bean, J . C. (2011). Engaging Ideas: The Professor’s Guide to Integrat ing Writ ing, Cr i t ical Thinking, and Act ive Learning in the Classroom . San Francisco: Jossey-Bass.

RESOURCES

International Society for Technology in Education. (23 June 2014). “Fl ipped Learning: Gateway to Student Engagement Debuts at ISTE 2014 in Atlanta.” Retrieved from http://www.iste.org/about/media-relations/news-detai ls/2014/06/23/fl ipped-learning-gateway-to-student-engagement-debuts-at- iste-2014-in-atlanta?gcl id=CJbEptO5qsICFQoMaQodvJgAdw

Fl ipped Classroom ™. (2014). Infographic. Retrieved from http://www.knewton.com/fl ipped-classroom/

Educause. (2012). Things You Should Know About Fl ipped Classrooms ™. PDF fi le. Retrieved from https://net.educause.edu/ir/ l ibrary/pdf/ELI7081.pdf

Fl ipped Learning Network. (2014). A Professional Learning Community for Educators Using Fl ipped Teaching. Blog and forum. Retrieved from http://fl ippedclassroom.org/

RESOURCES

How will your students like fl ipped teaching?

Will you have adequate time to fl ip your classes?

What will you do in class?

How will you enhance lectures to encourage active learning?

What will you do next?

FINAL QUESTIONS