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Teaching in a “Flipped Classroom”. Chad Hershock, PhD Rachel Niemer, PhD Assistant Directors, CRLT. What does it mean to “flip” a class?. Subject-Based Learning Cycle (Lecture). First Exposure. Processing. Evaluation. Shifting The When & Where of Learning. - PowerPoint PPT Presentation
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Teaching in a “Flipped Classroom”
Chad Hershock, PhDRachel Niemer, PhD
Assistant Directors, CRLT
What does it mean to “flip” a class?
Subject-Based Learning Cycle (Lecture)Instructor Presents
Knowledge
• Lecture delivered in class
Instructor/GSIs Emphasize Key
Points and Connections
• Examples and applications covered in lecture or discussion section
Students Study and Complete Assignments
• Often done individually or in groups (without individual accountability)
Students Take Exams
• Often asked to repeat what they have been told or apply what they should have learned without having practiced the necessary problem solving skills
Class time is structured around activities,
discussions and problem solving; Students have
access to the Expert when they need it most
Course is structured so that students are required to do reading or watch a
video before class
Processing
First Exposure
Evaluation
Feedback?
Shifting The When & Where of Learning
Key Elements of a Flipped Class• Reasonable amount of work for the first exposure
• Accountability mechanism for having completed that work before coming to class
• Active learning activities for students to delve deeper into the material during class
• Assessment of student learning that is aligned with the activities in class
Structure of the Faculty Learning Community
Session 1 Session 2 Session 3 Session 4
September 19 October 3 October 17 November 13, 14 OR 16
Examples from around campus of faculty flipping their class
Experience a flipped lesson as a “student” and explore key issues instructors need to think about
Discuss specific techniques for in-class activities to replace your lecture
Consultations on specific plans for implementing a flipped lesson or flipped class
Panel Discussion of Flipped Classes on Campus• What did you do before and what motivated you to flip?• How did you shift the first exposure to course content to
completely outside of the classroom?• How do you ensure students are accountable for
completing pre-class work?• How do you use face-to-face class time for active
learning?• What has been the student response? The impacts on
your teaching, course planning, and student learning?