Flipped Classroom Series: Session 1

Transcript

1. FLIPPING THE CLASSROOM
2. Welcome
3. ‏ Jacob Bane(.17) John Muir(.25) ➡
4. ▸ Identify and explain the flipped classroom ▸ Identify bad reasons to implement a flipped model ▸ Identify reasons to implement a flipped model ▸ Identify obstacles to a flipped model ▸ Describe some real-life implementations from Ohio State
5. WHAT IS flipping the classroom?
6. Source: Flipped Classroom FAQ derekbruff, http://www.cirtl.net/node/7788
7. Before
8. Flipped
9. "WE NEED TO FIND WAYS TO [INTRODUCE IMPORTANT IDEAS AND INFORMATION] BOTH OUTSIDE OF CLASS AND BEFORE CLASS."
10. Professors don't think students will read, so they cover everything in lecture. Students expect the professor to cover everything in the lecture, so they don't read.
11. LECTURE IS JUST A TECHNOLOGY FOR TRANSFERRING INFORMATION
12. Get students' attention and interest Inform students of objectives Stimulate recall of prior learning Present the content Provide guidance to students Elicit performance (practice) Provide feedback Assess performance Enhance retention and transfer
13. Get students' attention and interest Inform students of objectives Stimulate recall of prior learning Present the content Provide guidance to students Elicit performance (practice) Provide feedback Assess performance Enhance retention and transfer
14. Get students' attention and interest Inform students of objectives Stimulate recall of prior learning Present the content Provide guidance to students Elicit performance (practice) Provide feedback Assess performance Enhance retention and transfer
15. BAD REASONS TO flip
16. IT'S TRENDY
17. STUDENTS LIKE IT BETTER
18. GOOD REASONS TO flip
19. Course lends itself to problems, case studies, projects, guided practice
20. You spend a lot of time transmitting information that students could probably digest in other forms
21. Your students aren't reaching higher-level abilities and mastery
23. Obstacles
24. Time and effort to create and curate materials (such as short videos)
25. Setting expectatations for students
26. Time to plan meaningful, active in-class activities
27. Mundane (but significant) logistical problems
28. What to do OUTSIDE OF CLASS
29. (Flipped Classroom Series -- Session Three, July 28)
30. ONE EASY RECIPE: pre-class content: first exposure to the next day's topic + mechanism for accountabiliity
31. ONE EASY RECIPE: ▸ Introduction, context, interesting scenario (text, audio, video?) ▸ Your objectives, and why students should care (text, audio, video?) ▸ Foundational knowledge (lecture video, textbook, web reading?) ▸ An online quiz, worksheet, or reflection to do before class (online)
32. What to do IN CLASS
33. (Flipped Classroom Series -- Session Three, July 28)
34. SOMETHING DIFFERENT!
35. THINK ABOUT YOUR LEARNING GOALS (higher-order: apply, analyze, evaluate, create)
36. THINK ABOUT YOUR LEARNING GOALS ▸ Review the foundational knowledge, eliciting questions ▸ Socratic questioning (and holding students accountable) ▸ Group activities: jigsaw, debates, etc. ▸ Case studies, projects, thorny problems
37. Anything they would need your guidance to acheive
38. Anything they could benefit from exploring with others
39. RESOURCES FOR MORE INFORMATION (Flipping/designing)
40. RESOURCES FOR MORE INFORMATION (In-class activities)
41. WORKSHOP GOALS: Flipped Class 1.0 (The basics)
42. Basic plan and strategies: - to provide first exposure to content/ideas before class - to create some sort of accountability mechanism - to select some activities that will work for your classroom
43. WHERE YOU GO FROM THERE: Flipped Class 1.1, 1.2, 2.0, ... (Explore and experiment with your teaching/pedagogy)
44. All sorts of things to explore for your subject area: - problem-based learning - student collaboration, social learning - constructionism, experimentation, play
45. SOME REAL-LIFE PERSPECTIVES
46. questions?
47. CONSULTATIONS ODEE instructional designers: Email: ODEEinstructionaldesign@osu.edu Blog: u.osu.edu/distanceeducation