The Flipped Classroom

Matthews presentation on Flipped Teaching for an EEUK / HEEG event at Kingston University in February 2014. The presentation covers the History of the Flipped Teaching, structuring Flipped lessons and the advantages / challenges surrounding the Flipped method.

Transcript

1. The Flipped Classroom. © Matthew C. Draycott 2014
2. Inverted Classroom…
3. Blooms Taxonomy Out of Class In The Class }   }  
4. Roots in the 'community of enquiry' approach envisioned by John Dewy
5. Roots in the 'community of enquiry' approach envisioned by John Dewy It’s a extensions of the 'teacher as facilitator' concept and Eric Mazer’s work on peer instruction.
6. Roots in the 'community of enquiry' approach envisioned by John Dewy It’s a extensions of the 'teacher as facilitator' concept and Eric Mazer’s work on peer instruction. Alison King in "From Sage on the Stage to Guide on the Side” College Teaching, Vol. 41, No. 1, pp. 30–35.
7. Roots in the 'community of enquiry' approach envisioned by John Dewy It’s a extensions of the 'teacher as facilitator' concept and Eric Mazer’s work on peer instruction. Alison King in "From Sage on the Stage to Guide on the Side” College Teaching, Vol. 41, No. 1, pp. 30–35. J. Wesley Baker in "The Classroom Flip: using Web Course Management Tools to Become the Guide by the Side”
8. How does it work?
9. In How People Learn, J Bransford et al state that to develop competence in a subject students must…
10. In How People Learn, J Bransford et al state that to develop competence in a subject students must… 1. Have a deep foundation of factual knowledge in the topic.  
11. In How People Learn, J Bransford et al state that to develop competence in a subject students must… 1. Have a deep foundation of factual knowledge in the topic.   2. Understand facts and ideas in the context of a conceptual framework.
12. In How People Learn, J Bransford et al state that to develop competence in a subject students must… 1. Have a deep foundation of factual knowledge in the topic.   2. Understand facts and ideas in the context of a conceptual framework. 3. Organize knowledge in ways that facilitate retrieval and application.
13. Does it work?
14. Quick answer is yes….
15. Quick answer is yes…. 10 – 15 Key Studies in FE/HE Since 2000’s.
16. Quick answer is yes…. 10 – 15 Key Studies in FE/HE Since 2000’s. On average grades in all studies we +2 standard deviations higher.
17. My Experience
18. How to Flip…
19. How to Flip… 1. Provide an opportunity for students to gain first exposure prior to class.
20. How to Flip… 1. Provide an opportunity for students to gain first exposure prior to class. 2. Provide an incentive for students to prepare for class.
21. How to Flip… 1. Provide an opportunity for students to gain first exposure prior to class. 2. Provide an incentive for students to prepare for class. 3. Provide a mechanism to assess student understanding.
22. How to Flip… 1. Provide an opportunity for students to gain first exposure prior to class. 2. Provide an incentive for students to prepare for class. 3. Provide a mechanism to assess student understanding. 4. Provide in-class activities that focus on higher level cognitive activities.
23. Challenges
24. Challenges 1. Design.
25. Challenges 1. Design. 2. Preparation.
26. Challenges 1. Design. 2. Preparation. 3. Embedding.
27. References:   Berrett D (2012). How ‘flipping’ the classroom can improve the traditional l The Chronicle of Higher Education, Feb. 19, 2012.   Anderson LW and Krathwohl D (2001). A taxonomy for learning, teaching, an assessing: a revision of Bloom’s taxonomy of educational objectives. New Longman.   Bransford JD, Brown AL, and Cocking RR (2000). How people learn: Brain, min experience, and school. Washington, D.C.: National Academy Press.   Crouch CH and Mazur E (2001). Peer instruction: Ten years of experience an American Journal of Physics 69: 970-977.   DesLauriers L, Schelew E, and Wieman C (2011). Improved learning in a large- enrollment physics class. Science 332: 862-864.   Fitzpatrick M (2012). Classroom lectures go digital. The New York Times, Jun   Hake R (1998). Interactive-engagement versus traditional methods: A six-t student survey of mechanics test data for introductory physics courses. American Journal of Physics 66: 64-74.   Lage MJ, Platt GJ, and Treglia M (2000). Inverting the classroom: A gateway creating an inclusive learning environment. The Journal of Economic Educ 30-43.   Mazur E (2009). Farewell, Lecture? Science 323: 50-51.   Novak G, Patterson ET, Gavrin AD, and Christian W (1999). Just-in-Time Teach Blending Active Learning with Web Technology. Upper Saddle River, NJ: Pren   Pashler H, McDaniel M, Rohrer D, and Bjork R (2008). Learning styles: Concepts evidence. Psychological Science in the Public Interest 9: 103-119.   Walvoord BE, and Anderson VJ (1998). Effective grading: A tool for learning a assessment. San Francisco: Jossey-Bass.
28. Image Credits: @  Tina  Chew  Lim   @  Kris1na  Alexanderson   @  Lee  Nineteen68   @  Savannah  Smith