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flipped classrooms to create learning projects Mathew Mitchell, - - PowerPoint PPT Presentation

Oct 20, 2022 336 likes •955 views

Leveraging the power of flipped classrooms to create learning projects Mathew Mitchell, Professor Learning & Instruction Department School of Education University of San Francisco 1 Flipping Defined Flipping is about making sure the most

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Leveraging the power of

flipped classrooms

to create learning projects

Mathew Mitchell, Professor Learning & Instruction Department School of Education University of San Francisco

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Flipping Defined

Flipping is about making sure the most difficult or meaningful learning work gets done in the live classroom.

In many courses the most difficult portions are done for homework where there is no immediate help from peers

  • r teacher.

Lectures are not typically the most difficult part of a course, nor the most meaningful. Therefore often lectures are given as homework in flipped environments.

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What's most difficult

  • r most meaningful

for your learners?

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Traditional Classroom

homework from previous class first exposure via lecture deeper learning via homework

Class

TIME

Flipped Classroom

first exposure via video or readings deeper learning via activities homework plus prep for the next class TIME

Class

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Presentation Structure

  • 1. Redesign Process
  • 2. Common Mistakes
  • 3. Theory into Practice
  • 4. Resources
  • 5. Questions & Ideas
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Redesign Process

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Step 1: Roles Reimagined

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Instructor Authoritative Transmitter Lectures Leader Tutor Warden Disciplinarian Receptive Vessel Takes Notes Follower Tutee Prisoner Disciplinee Student

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Roles

Coach A S

  • u

r c e

  • f

I n f

  • r

m a t i

  • n

N

  • l
  • n

g e r t h e c e n t r a l fi g u r e S

  • m

e

  • n

e W h

  • Y

i e l d s R e s p

  • n

s i b i l i t y P l a y e r A R e s e a r c h e r Builder A r c h i t e c t Has the right to Manipulate and Choose Discussion Topics C e n t e r

  • f

C l a s s

Student Student Student Student Student Instructor Instructor Instructor Instructor Instructor

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Roles

Student Student Student Student Student

P l a y e r A R e s e a r c h e r Builder Has the right to Manipulate and Choose Discussion Topics C e n t e r

  • f

C l a s s

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Roles

Coach A S

  • u

r c e

  • f

I n f

  • r

m a t i

  • n

N

  • l
  • n

g e r t h e c e n t r a l fi g u r e S

  • m

e

  • n

e W h

  • Y

i e l d s R e s p

  • n

s i b i l i t y A r c h i t e c t

Instructor Instructor Instructor Instructor Instructor

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Step 2: Process Reimagined

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Flipped Course Redesign

  • 2. start small
  • 1. decide

flipped content

  • 4. create

flipped content

  • 3. find

flipped content

Redesigning for Flipped Classrooms

  • 5. reorganize

class time

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Cognition 2016 Planner

1 Mind Mapping initial map of learning strategies 2 Cog Load content here 3 Self-Explanation content here 2 Prep readings + video + Blog 1 3 Prep readings + case study + blog

In-Class Out-of-Class

6 Multimedia Learning sounda kucha + sticky w.e. + audio feedback 5 Worked Examples content here 4 Visual Models content here 4 Prep readings + video 6 Prep readings + webquest + sounda kucha 5 Prep readings (lite) + blog + case study 7 Summarizing mini kucha 8 SRL sixa kucha 9 Learning by Teaching sticky kucha 7 Prep readings + 200 word summary + mini kucha 8 Prep readings + Sixa Kucha + case study 9 Prep blog + Sticky Kucha Note: gray boxes are key instructor feedback times

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Step 3: Content Found

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Finding Content

  • YouTube
  • Vimeo
  • SoundCloud
  • TED Talks
  • Publisher resources

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Is there good pre-existing content for your leaners?

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Step 4: Content Developed

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Developing Content

Mind Maps & Visual Models Screencasts Audio & Podcasts

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m mean SS sum of squares s2 variance s standard deviation t2 = F mean squares predictions regression 68% and 95% estimation z-scores correlation partitioning the SS anova

analysis of variance

F-test

  • ne-way

between t-test independent Cohen's d inference testing eta2

  • ptimal

sample size power distribution of sample means

Statistics RoadMap

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m = ∑ X / N SS = ∑ ( X - m )2 s2 = SS / df s = √s2 t2 = F MSB= SSB / dfB MSW= SSW / dfW Yhat = c + s•X SS = SSR + SSE 68% = m ± 1•s 95% = m ± 2•s z = (X - m) / s r = SzP / df partitioning the SS SS = SSB + SSW Fobs = MSB / MSW tobs = (m1-m2) /

spooled• √(1/n1+1/n2)

d = (m1-m2) / spooled inference testing eta2 = SSB / SST

  • ptimal

sample size power distribution of sample means

Formula RoadMap

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Development Tools

  • Screencasts
  • Camtasia
  • Screenflow
  • Screencast-o-Matic
  • PPT, Keynote, Prezi, Google

Slides

  • Audio
  • Hindenburg Pro (for mixing)
  • Audacity (recording/editing + free)
  • Twisted Wave & others
  • phone for recording (free)
  • Sony PCM-M10
  • Audio-Technica ATR2100-USB mic
  • Mind Maps and Visual Models
  • iThoughts (Mac, Win, iOS)
  • LucidChart (free)
  • OmniGraffle, MindNode, etc.

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What tools do you already have?

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Step 5: Student-Centric Classroom

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small group work case studies problem solving PBL role plays modified lectures experiential learning problem packets team projects activity sets discussions ???

  • 5. reorganize

class time

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What kinds of activities would best help your students?

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Gerstein’s Model

Making Meaning

  • so what
  • learner-generated
  • typically out-of-class

Learners reflect on their understanding of what was discovered during the previous phases. It is a phase of deep reflection on what was experienced during the first phase and what was learned via the experts during the second phase.

Demonstration & Application

  • now what
  • learner-generated
  • typically inside the classroom

Learners get to demonstrate what they learned and apply the material in a way that makes sense to them. … learners have to create something that is individualized and extends beyond the lesson with applicability to the learners’ everyday lives.

Experiential Engagement

  • experience
  • educator-suggested
  • typically inside the classroom

The cycle often begins with an authentic, often hands-on, learning activity that fully engages the student. It is a concrete experience that calls for attention by most, if not all, the senses. This is the “motivational starter”.

Concept Exploration

  • what
  • educator-suggested
  • typically out-of-class

Learners are exposed to and learn concepts touched upon during Experiential

  • Engagement. They explore what the experts have to say about the topic.

Information is presented via video lecture, content-rich websites and simulations, and/or online text/readings.

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Flipped Classroom The Full Picture

Demonstration & Application Making Meaning Concept Exploration

Educator-Suggested Educator-Suggested Learner-Generated

What Experience So What Now What

  • nline

chats content-rich websites audio content presentations video content presentations games case studies student-directed video skills validation spotlight peer presentations insitu simulations collaborative care planning

Experiential Engagement

skills demonstrations concept maps & care webs blogging reflective audio recordings video thematic collages clinical charades

Learner-Generated

Modified from source: Jackie Gerstein ; http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/

infographics infommercials

Greg de Bourgh’s application to nursing

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Venn Diagram Model of Student Engagement Motivation Student Engagement Active Learning

Table from Barkley, Elizabeth. Student Engagement Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass, 2010.

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Common Mistakes

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Be mindful of how you frame your new learning environment. Make sure to be as transparent as possible and carefully explain the logistics of the new system.

Instructors don’t sell the flipped classroom.

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Be sensitive to your students’ workload and don’t forget to respect the institute-wide established norms for the permissible amount of homework to assign for each unit of the course.

Instructors assign students too much work.

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Be prepared for an increased workload, especially when you flip for the first time (it will get easier once you get the hang of it).

Instructors don’t realize the preparation necessary for in-class activities.

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Find ways to make students responsible for covering the materials outside of class, as well as ways to encourage them to want to complete them.

Students aren’t completing work assigned for outside of class.

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Be honest with yourself about how well you have adapted to your new role and how student-centered your newly modified class is. Consider inviting a colleague to observe you and provide some feedback for you.

Professors still act as the “sage

  • n the stage” rather than the

“guide on the side.”

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Professors still act as the “sage on the stage” rather than the “guide on the side.” Students aren’t completing work assigned for outside of class. Instructors don’t “sell” the flipped classroom. Instructors don’t realize the preparation necessary for in-class activities. Instructors assign students too much work.

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10 Common Mistakes

Professors don’t put in place mechanisms to collect student feedback. Professors don’t engage fellow instructors about their flipped experiences. The classroom space is not conducive to flipping. The in-class activities are not relevant to the

  • ut-of-class activities.

Instructors have difficulty accommodating the varying ability levels of their students during in-class activities.

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How can you best support one another as colleagues?

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Theory into Practice

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Step 1 lectures outside of class

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Consequence 1a students better prepared before doing activities

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Consequence 1b time for more in-depth activities in class

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Step 2 student reflections done outside of class

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Consequence 2a all students contribute to discussion + students can take time to provide their best thinking

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Consequence 2b targeted mini-lectures given in class to address real student misconceptions or need for depth

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Reflection Supports Change

  • Students submit reflections and

comments on learning materials about 2 days before a class meeting.

  • I review student ideas, confusions,

interests, and needs.

  • Typically about 60 to 75% of my

class time used on small group activities.

  • Many activities are based directly on

needs/confusions arising from student reflections.

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How might reflective activities help both students and you?

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Step 3 extra enrichment outside of class

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Research Alouds Overview

17 ch, 47 min 20 ch, 38 min Multimedia Learning Atkinson, Renkl, & Merrill (2003). Transitioning from studying examples to solving problems: Effects of self- explanation prompts and fading worked-out steps. 18 ch, 48 min 16 ch, 34 min 7 3 12 ch, 28 min Leahy & Sweller (2005). Interactions among the imagination, expertise reversal, and element interactivity effects. Mayer, Fennel, Farmer & Campbell (2004). A personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style. Article Multimedia Learning Audio Craig, Chi & VanLehn (2009). Improving classroom learning by collaboratively observing human tutoring videos while problem solving Self-Regulated Learning Session Topic Azevedo & Cromley (2004). Does training on self- regulated learning facilitate students' learning with hypermedia? Zimmerman & Kitsantas (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Graphic Organizers 19 ch, 52 min 4 1 5 Self-Regulated Learning 6 # Cognitive Load 10 ch, 32 min 2 Stull & Mayer (2007). Learning by doing versus learning by viewing: Three experimental comparisons

  • f learner-generated versus author-provided graphic
  • rganizers.

Self-Explanation

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Consequence 3 students receive extra support (differentiated instruction)

  • r

extra opportunities given their interests (individualized instruction)

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Could some form of extra enrichment support & motivate students?

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Flipping for Whom? If course has dense & challenging content then flipping likely beneficial.

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Resources

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I have provided a handout of promising links. It's on the Flipping Links PDF.

Websites

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Greg deBourgh, Nursing, fully flipped Brandi Lawless, Communications, half flipped Leslie King, Biology, mini flipped

Interviews

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Greg de Bourgh

pre-class activities

audio: 3.1 minutes

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  • Gerstein model adapted by deBourgh (applied to nursing)
  • Flipping Links

PDF Handouts

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Questions? Ideas to Share?

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Mathew Mitchell

mitchellm@usfca.edu

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