Flipped Instruction: Presenters: Flipping It Without Emmy Parkes - - PowerPoint PPT Presentation
Flipped Instruction: Presenters: Flipping It Without Emmy Parkes Leonia Houston Flipping Out! Mary Etta Moorachian Overview Part 1: Defining flipped instruction and its benefits for learning. Part 2: Flipped
Emmy Parkes Leonia Houston Mary Etta Moorachian
§ Part 1: Defining flipped instruction and its
benefits for learning.
§ Part 2: Flipped instruction models and examples. § Part 3: Structuring your flipped classroom and
conceptualizing your plan.
"Originators" Approximately 2007
§ Jonathan Bergmann and Aaron Sams
§ High school science teachers who used online video
to provide instruction to their students.
§ Goal: Free up classroom time for lab work
§ Salman Khan
§ Khan Academy used videos to teach math
techniques
§ Instructors began using the Khan videos as out of
class activities
§ Increased flexibility and accessibility § Increased interaction and engagement § Greater student satisfaction and preparation § Improved learning outcomes § Emphasis on active learning and team based
learning.
According to ASCD.org, of 453 instructors who flipped their classrooms:
§ 67% reported increased test scores § 80% reported improved student attitudes § 99% reported they would flip their classrooms
again next year
§ Technology meets the needs of
the modern learner
§ Learners are more engaged in
instruction
§ Learners are retaining the
materials at a faster pace
§ Learner satisfaction increased
and remains high
§ Challenges current teaching style § Method allows faculty to tailor
lessons to student’s abilities
§ Courses can be consistent across
multiple sections
§ Class time has a higher level of
discussion
F2F Class with Online Component
¡
Online Class with F2F Component
Consider which skills and objectives are best suited for a F2F or online format.
Lower Level Skills: Remember and understand (Online content and assessments completed
Higher Level Skills: Apply, analyze, evaluate and create (Activities completed face to face)
¡
Content Presentation Guest Speaker Other F2F Elements Discussions (begins F2F and extends
Student Questions Online Readings Online Quizzes Assignment Submission Other Online Elements
Face-to-Face (F2F) Online
Hands On Activities Project-Based Learning Instructor as Facilitator Content Presentation Instructions Online Readings and Resources Online Discussions Assignment Submission/ Dropbox
Face-to-Face (F2F) Online
Source: Carnegie Mellon Center for Teaching Excellence and Educational Innovation
A special form of collaborative learning using a specific sequence of individual work, group work, and intermediate feedback to create a motivational framework in which students increasingly hold each
and contributing to discussion.
Defined Defined Process for TBL Lessons Learned
Required Reading Readiness Assurance Test (Individual) Readiness Assurance Test (Group)
Feedback, Appeals and/or Supplement al Info
Application
Defined Pr Process for TBL
Lessons Learned
Defined Process for TBL Lessons Lear Lessons Learned ned
§ TBL prep time equal to or greater than regular
lecture prep time
§ Physical set-up of the classroom is influential of
group interaction and participation
§ small tables are ideal for group gathering § desks that can be moved is another viable
§ Students can be overwhelmed with the new class
structure
Standard Inverted Classroom Discussion- Oriented Demonstration- Focused Faux Virtual Flipping the Teacher
Standar Standard d Inverted Inverted Discussion Oriented Demonstration Focused
Learners are assigned homework (Video lectures and/or reading materials) and are given
what they learned in the classroom with traditional activities. Instructors assign lecture videos (self produced, TED Talks, YouTube and etc) for out of class activities and class time is devoted to discussion and the exploration of the subject. Instructor uses screen recording software to demonstrate an activity
class activities and learners are required to demonstrate understanding of the concept during class.
Faux Faux Virtual Flipping the Teacher
Learners watch video lectures in the classroom (viewing and retaining material at an individual pace) and Instructors are able to move from student to student
support. Instructors share video lectures, assign and collect assignments via the learning management system (Blackboard). Learners are required to attend office hours or regularly scheduled meetings based on individual need. Learners are required to record activities to show competency or film themselves presenting a new subject or skill as homework or out of class
spent discussing the “Teach the Teacher” submissions.
Course: Food Service Systems Management II
Sample Course Schedule: Food Service Systems Management II
>>> Step One >>> Step One >>> Step Two >>> Step Three
Determine how the Determine how the appr approach will fit into your
curr current or futur ent or future course. e course.
§ Entire Class § After Midterm Exam § Class Project
Cr Create multimedia eate multimedia content. content.
§ Use video or screen
capturing tools to introduce topics
§ Create podcasts
using voice-over PowerPoint
§ Upload the content
to a media server Shar Share the content. e the content.
§ Make links to the
content created in Step Two available in a centralized location
§ Provide students
specific guidelines for retaining the material
§ Explicit Deadlines
>>> Step Four >>> Step Four >>> Step Five >>> Step Five
Engage the lear Engage the learner ner.
§ Spend time in class engaging the
learner with activities and feedback.
§ Use class time to review the
concepts introduced in the multimedia content
§ Learners should come to class
prepared with knowledge, questions, observations and ideas that will confirm learning Extend lear Extend learning beyond the ning beyond the classr classroom.
§ Individualized Practice Exercises § Collaborative Activity Opportunities
Personal Response
Collaboration
Presentation
Matic
Screen Capturing
Collaborate
Lecture Capture
Misc
Emmy Parkes, MS, RDN, CDE Leonia Houston, MSIT Mary Etta Mary Etta Moorachian Moorachian, PhD, , PhD, RD, LD, CCP RD, LD, CCP , CFCS , CFCS
Instructor The University of Mississippi Department
Hospitality Management
meparke1@olemiss.edu
Instructor and Instructional Designer University of Memphis Center for Innnovative Teaching and Learning
leonia.houston@memphis.edu
Professor, JWU Charlotte College
maryetta.moorachian@jwu.edu
§
"7 Unique Flipped Classroom Models: Which Is Right for You?" Panopto Video
http://panopto.com/blog/7-unique-flipped-classroom-models-right/ .
§
Demski, Jennifer. "6 Expert Tips for Flipping the Classroom." 6 Expert Tips for Flipping the Classroom -- Campus Technology. Campus Technology, 23 Jan. 2013.
http://campustechnology.com/articles/2013/01/23/6-expert-tips-for-flipping-the- classroom.aspx .
§
Initiative 7 Things You Should Know About Flipped Classrooms (n.d.): n. pag.
https://net.educause.edu/ir/library/pdf/ELI7081.pdf .
§
""Flipping" a Class." "Flipping" a Class. N.p., n.d. Web. 06 Mar. 2015.
§
Miller, Andrew. "5 Tips for Flipping Your PBL Classroom." Edutopia. Edutopia, 21
http://www.edutopia.org/blog/5-tips-flipping-pbl-classroom-andrew-miller.
§
"Quick Start Guide: Flipped Classroom." Quick Start Guide: Flipped Classroom (n.d.):
University of Texas. Web. 28 Feb. 2015. http://ctl.utexas.edu/sites/default/files/utflipquickstartguide112114.pdf .
§
Riddell, Roger. "16 Flipped Learning Uses in K-12 and College Classrooms." Latest
http://www.educationdive.com/news/16-flipped-learning-uses-in-k-12-and-college- classrooms/74311/ .
§
Avatar Generation, 26 Oct. 2012. Web. 16 Feb. 2015. http://www.avatargeneration.com/2012/10/top-6-apps-for-flipping-your-classroom/ .
§
Staff, TechThought. "5 Digital Tools For The Flipped Classroom." TeachThought. N.p., 29 Mar. 2013. Web. 06 Mar. 2015.
§
Staff, TechThought. "7 Must-Have Tools For The Flipped Classroom." TeachThought. N.p., 17 Mar. 2013. Web. 06 Mar. 2015.
§
"The Teacher’s Guide To Flipped Classrooms." The Teacher's Guide To Flipped
http://www.edudemic.com/guides/flipped-classrooms-guide/ .