Introduction to Flipping the Classroom

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 ▸ Identify out-of-class content methods of deployment ▸ Identify ways to hold students accountable for out-of-class content
5. WHAT IS flipping the classroom?
6. BEFORE
7. Flipped
8. BEFORE
9. Flipped
10. "WE NEED TO FIND WAYS TO [INTRODUCE IMPORTANT IDEAS AND INFORMATION] BOTH OUTSIDE OF CLASS AND BEFORE CLASS."
11. 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.
12. LECTURE IS JUST A TECHNOLOGY FOR TRANSFERRING INFORMATION
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. 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
16. BAD REASONS TO flip
17. IT'S TRENDY
18. STUDENTS LIKE IT BETTER
19. GOOD REASONS TO flip
20. Course lends itself to problems, case studies, projects, guided practice
21. You spend a lot of time transmitting information that students could probably digest in other forms
22. Your students aren't reaching higher-level abilities and mastery
24. Obstacles
25. Time and effort to create videos and materials
26. Setting expectatations for students
27. What to do OUTSIDE OF CLASS
28. ONE EASY RECIPE: Robust pre-class content + accountabiliity
29. 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)
30. What to do IN CLASS
31. THINK ABOUT YOUR LEARNING GOALS (higher-order: apply, analyze, evaluate, create)
32. 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
33. Anything they would need your guidance to acheive
34. Tools
35. CONTENT ▸ Video lectures ▸ OSU Secured Media Library ▸ OER (Merlot II, OpenStax, others) ▸ Online reading and library resources ▸ The vast Internet
36. VIDEOS: MEDIASITE (See resourcecenter.odee.osu.edu)
37. WEB CONTENT AND ASSESSMENT: CARMEN (See resourcecenter.odee.osu.edu)
38. RESOURCES FOR MORE INFORMATION (Flipping/designing)
39. RESOURCES FOR MORE INFORMATION (In-class activities)
40. CONSULTATIONS ODEE instructional designers: ODEEinstructionaldesign@osu.edu
41. Final thoughts...
42. YOUR CHALLENGE FOR NEXT SEMESTER: A. Add one significant pre-class component (e.g., videos plus autograded quizzes)
43. YOUR CHALLENGE FOR NEXT SEMESTER: B. Add one structured higher-order activity (15 min.?) to each class session
44. IT'S NOT ABOUT flipped OR not flipped...
45. IT'S ABOUT maximizing your time and students' time
46. And... JUST A GOOD EXCUSE TO TRY SOME NEW THINGS
47. questions?