Classroom Constance Briggs Part-time Instructor of English - - PowerPoint PPT Presentation

The Flipped Format for the College Classroom

Constance Briggs

Part-time Instructor of English Kennesaw State University

Look Familiar?

GOAL

(“What is Different”)

(“What is Different”)

What is a flipped classroom?

• A class in which students read materials and/or watch a pre-

recorded lecture on their own time outside of class, then work on assignments and activities during class time.

• Instructors act more as guides and mentors for students rather

than just lecturers.

• Some call the idea of the flipped classroom a “new paradigm”

in pedagogy in which the instructor moves away from being an information-giver towards being an instigator of and advisor for problem-solving (Flores et al. 2).

History of the flipped classroom

• General Sylvanus Thayer, Instructor at West Point, 1800s
• Jonathan Bergmann and Aaron Sams, high school chemistry

teachers in Colorado, 2006

Parts of the Flipped Classroom

Pre-class (out-of-class) activities

• View lesson content

– Pre-recorded lecture – Readings (textbook, articles, etc.)

• Process lesson information (also accountability for completion

[Gross et al. 39])

– On-line discussion boards – VoiceThread – Online quiz

In-class activities

• Quizzes (or discussion of on-line quizzes taken at home)
• Study guide questions
• Polling applications such as Kahoot.it, iclicker, and Socrative
• Reflection
• Group research
• Drafting/Revision
• Problem-solving
• Class discussion

– Individual discussion leader, or – Group discussion leaders – “’Think-Pair-Share’ technique” (Anderson et al. 25)

• Exercises from textbook (can be done individually or in groups)
• Mini-lectures for clarification (keep them very short—2-3 minutes)*

*Mini-lectures

• Not to be confused with lectures
• Review parts of the readings/lectures that you know from “past

experience” will be difficult for students to grasp—“re-teaching

• ne important idea” (Tiahrt and Porter 86)
• The goal of mini-lectures is “to emphasize and clarify, not

expound and re-teach” (Tiahrt and Porter 87).

My experiment

Rhetorical analysis essay

• Pre-class activities

– Textbook readings

• In-class activities

– Invention activity – Research – Drafting – Peer Review – Revision – Proofing – Reflection

Student opinions on my flipped class for this assignment

• “I like the fact that we had some time to work on it in class,

although I wish we had a bit more time to work on it.”

• “The use of in class [sic] time and peer review really does help [us

write] the paper correctly.”

• “I think you should continue to teach it just the way you did.”
• “Maybe spend more time allowing future students to write in

class.”

How effective are flipped classrooms?

• Not many studies done so far, but those that have been done

report positive results.

• Flipped classrooms would be terrific for 50-minute classes.
• Flipped classrooms can be used for face-to-face or even hybrid

classes—not online classes (obviously).

• “The flipped classroom may not be for everyone…[b]ut enough
• f the teachers [who] have tried it are having success that you

may find it worthwhile to experiment with flipping a lesson or two to see what happens. You might just become a convert” (“The Teacher’s Guide”).

Real Results from a Flipped Classroom

Clintondale High School in Michigan

How it worked

• Teachers made three short videos

per week.

• Students watched videos at home
• r in school.
• “Class time was spent doing labs or

interactive activities to illustrate concepts” learned from the videos.

Benefits

• “Students receive instant feedback.”
• “Before, many students wouldn’t

complete homework if they got frustrated with it. Working on problems in class minimizes this problem.”

• “Teachers revisit concepts students

don’t understand.”

• “Students who might not have

technology or parents to help them

• utside of school now have teachers

guiding them in class.”

(“The Teacher’s Guide”)

Clintondale High School - Results

Before the flip

• +50% of freshmen failed English
• 44% of freshmen failed math
• 736 discipline cases in one semester

After the flip

• 19% of freshmen failed English
• 13% of freshmen failed math
• 249 discipline cases in one semester

(“The Teacher’s Guide”)

Drawbacks to the flipped classroom

More time and effort is expended for instructor in preparing pre- recorded lectures and planning activities to last an entire class period (Anderson et al 24-25; Gross et al. 37; Tiahrt and Porter 85).

However, once a course is completed, the pre-recorded lectures can be used again for future courses.

Discussion: How do think this extra time would affect part-time faculty?

Drawbacks to the flipped classroom

• Not all students may have access to computers at home (Miller

59).

“Tracey Gillies addresses this concern with what she calls the ‘faux flipped’ classroom. “Students who don’t have a computer at home can watch the assigned video in class. Gillies’ classroom is full of students each doing their own thing – watching a video, working out problems, taking quizzes, or posting or commenting on an online discussion board to get input from other students. Each of them is able to work on an assignment for as long as they need in order to master it, and then move on. “And Gillies is there to work with anyone who needs her help, at whatever point in the process they are at” (“The Teacher’s Guide”). Discussion: Would you entertain the idea of letting students work on a myriad of activities at one time, as Gillies did?

Drawbacks to the flipped classroom

Students may not complete pre-class content and, thus, be unprepared for class activities (Miller 59).

– “Quizzing students over course content provides an incentive to learn the material before coming to class” (Anderson et al. 27). – “Post a list of key ideas from the material that students should have learned on their own” (Tiahrt and Porter 87).

Discussion: Have any of you had students who failed to complete homework readings? Do you think adding pre-recorded lectures will be any different? How would you combat this issue?

Advantages to the flipped classroom

• “Students have an opportunity to learn at their own pace and at times

convenient to their schedule” (Anderson et al. 23).

• “When lectures are reduced to the minimum and the classroom is
• rganized in small groups, the professor has more time to interact with

the students…[who] relax and feel more confident to ask more questions than if they were listening to a lecture” (Flores et al. 10).

• “We feel confident of having compelling evidence that flipped courses

work very well at the collegiate level [and] could be successfully applied to a variety of academic disciplines” (Gross et al. 48).

• Bergmann and Sams claim that “the flipped classroom can address the

needs of students…by allowing their teachers to personalize the students’

• education. You can do the same—whether you teach math, science,

social studies…a foreign language, or humanities” (2).

Works Cited

Anderson, Jeffrey, et al. "Brief Reflections on Flipping the College Classroom." Journal of the World Universities Forum, vol. 6, no. 3, Mar. 2014, pp. 21-29. EBSCOhost, proxy.kennesaw.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN= 97593793&site=eds-live&scope=site. Bergmann, Jonathan and Aaron Sams. Flip Your Classroom: Reach Every Student in Every Class Every

• Day. Eugene, 2012. EBSCOhost,

proxy.kennesaw.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cat05234 a&AN=ebrary.ebr10759765&site=eds-live&scope=site. Flores, Òscar, et al. "The Flipped Classroom Model at the University: Analysis Based on Professors' and Students' Assessment in the Educational Field." International Journal of Educational Technology in Higher Education, vol. 13, no. 1, 31 May 2016, pp. 1-12. EBSCOhost, doi:10.1186/s41239-016-0022-1. Gross, Benjamin, et al. "Flipped @ SBU: Student Satisfaction and the College Classroom." Educational Research Quarterly, vol. 39, no. 2, Dec. 2015, pp. 36-52. EBSCOhost, proxy.kennesaw.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN= 110871959&site=eds-live&scope=site.

Works Cited (continued)

Miller, Carrie Lewis. "A Full Flip: One Catholic University's Journey with Campus-Wide Flipped Instruction." Journal of Catholic Education, vol. 20, no. 1, Oct. 2016, p. 56-85. EBSCOhost, doi:10.15365/joce.2001032016. “The Teacher’s Guide to Flipped Classrooms.” Edudemic, www.edudemic.com/guides/flipped- classrooms-guide. Accessed 7 June 2017. Tiahrt, Thomas and Jason C. Porter. "What Do I Do with This Flipping Classroom: Ideas for Effectively Using Class Time in a Flipped Course." Business Education Innovation Journal, vol. 8, no. 2, Dec. 2016, pp. 85-91. EBSCOhost, proxy.kennesaw.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN= 120450021&site=eds-live&scope=site. “What is Different about a Flipped Class?” The University of Texas at Austin: Faculty Innovation Center, www.facultyinnovate.utexas.edu/teaching/strategies/flipping. Accessed 7 June 2017.