LOEXNashville, TennesseeMay 3, 2013
Play It Backwards:Flipping the Library Instruction Classroom
Teague Orblych&
Michelle Dunaway
ROADMAP
#flipclass
1. What is flipped instruction?
2. How we flipped the library instruction classroom
3. Outcomes
4. Why flip? Why not?
5. Tips for flipping
6. Questions
#loex2013 #flipclass
http://pinterest.com/mdunawa/flipclass/
http://libguides.umd.umich.edu/flipclass
I. WHAT IS FLIPPED INSTRUCTION?
#flipclass
FLIPPED INSTRUCTION
A pedagogical model in which the typical lecture and homework elements of a class are reversed.
#flipclass
EDUCAUSE, 2012
TRADITIONAL MODEL VS.FLIPPED MODEL
#flipclass
Attend Class, Watch/Listen to
Lecture
Apply Concepts
Individually
Watch/Listen To Lecture Individually
Apply Concepts In
Class
Traditional Classroom
Flipped Classroom
FLIPPED MODEL (CONT.)
Outside of the classroom, students engage in…
• Reading
• Watching recorded lectures
• Listening to podcasts
In the classroom, students engage in…
• Peer instruction
• Team-based problem solving
• Individual exercises
#flipclass
(Sams and Bergmann, 2013)
#flipclass
The flipped classroom is one in which students are applying what they have learned during class, rather than on their own, outside of class.
WHY FLIP?
Where in the learning cycle do students most benefit from face-to-face instruction?
#flipclass
BLOOM’S TAXONOMY AND THE FLIPPED CLASSROOM
Applying
Understanding
Remembering
Analyzing
Evaluating
Creating
Lower-level activities are shifted out of the classroom…
…allowing instructors to spend class time on upper-level activities.
#flipclass
(Sams and Bergmann, 2013)
II. FLIPPING THE LIBRARY INSTRUCTION CLASSROOM
#flipclass
WHAT WE DID
Flipped Classroom Version A
Before class:• LibGuide• Independent exercise
During class:• Discussion of exercise
Flipped Classroom Version B
Before class:• Screencast tutorials
During class:• Team-based learning
exercise
#flipclass
VERSION A
http://libguides.umd.umich.edu/content.php?pid=131736&sid=1129674 #flipclass
Before class: LibGuide
VERSION A (CONT.)
#flipclass
1. Read the Lib Guide “Locating High Quality Resources” on the Mardigian Library webpage under the following URL: http://libguides.umd.umich.edu/linguisticsresources
2. Using the tips from the Lib Guide, find a book or an article on a topic within linguistics.
3. Open an email and address it to Teague Orblych [email protected] and Daniel Davis [email protected] with subject line: Library Assignment.
4. In the email explain your search process briefly.
5. If you chose to locate a book, copy the book record URL from the Mardigian Library Catalog and paste into the email.
THE RUBRIC
0 - Emerging 1 - Developing 2 - Proficient 3 - Distinguished
Evaluates Authority […] […] […] […]
Evaluates Accuracy […] […] […] […]
Evaluates Relevance […] […] […] […]
Evaluates Current-ness […] […] […] […]
Evaluates Objectivity […] […] […] […]
#flipclassView the full rubric, including performance indicators, athttp://libguides.umd.umich.edu/flipclass
VERSION B
Overview of Library Website
The Library Catalog
Selecting a Database
Using Databases
Using Databases (continued)
Evaluating Sources
Common Errors
#flipclass
Before class, students viewed screencasts (≈ 35 minutes)…
http://libguides.umd.umich.edu/content.php?pid=209460&sid=1745075
VERSION B (CONT.)
…then, during class, students engaged in a team-based learning exercise.
#flipclass
III. FINDINGS
#flipclass
Version B (Screencasts)N = 51
Not High
Quality20%
High Quality
80%
Version A (LibGuide)N = 82
Not High-
Quality75%
High-Quality
25%
#flipclass
IV. DISCUSSION
#flipclass
>Reviewing a LibGuide before class was more effective
than viewing video tutorials before class. But why?
LIBGUIDE FTW!
• Time between viewing screencasts and attending instruction sessions
• A LibGuide can be used (e.g., it has links and instructions), whereas screencasts can only be viewed (and thus require note taking or memorization)
• Students did not view the screencasts
What do you think?
#flipclass
THE FLIPPED CLASSROOM: BENEFITS
• Redefines class time as a student-centered environment
• Opportunity to engage in formative assessment
• Increases student engagement
• Makes better use of librarians’ expertise
#flipclass
THE FLIPPED CLASSROOM: CHALLENGES
• Requires collaboration with faculty
• More labor intensive than the traditional lecture model
• Digital divide issues
#flipclass
What else?
TOOLS FOR FLIPPING THE CLASSROOM
#flipclassGet more tips and info about tools for flipped instruction athttp://pinterest.com/mdunawa/flipclass/
TAKEAWAYS
• Flipped instruction is a pedagogical model in which the traditional lecture and homework elements of a class are reversed.
• Flipping involves more than simply requiring students to watch pre-recorded lectures before class. The flipped classroom is one in which students are applying what they have learned during class, rather than on their own, outside of class.
• Flipping can involve a wide variety of activities during both the outside-of-class lecture and the in-class active learning activities.
#flipclass
EDUCAUSE. (2012). 7 things you should know about flipped classrooms. Published by Educause Learning Initiative. Retrieved from http://www.educause.edu/library/resources/7-things-you-should-know-about-flipped-classrooms
Sams, A., & Bergmann, J. (2013). Flip your students’ learning. Educational Leadership 70(6), 16-20. Retrieved from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Flip-Your-Students%27-Learning.aspx
References
Find articles,
infographics, and
many more
resources about
flipped instruction
online at
http://pinterest.com/
mdunawa/flipclass/