Flipping January 11, 2013

Flipping, but not flopping (FLEX day workshop, 1/11/2013)

Description:  Have you thought about “flipping your classroom”?  We will examine a few example approaches to flipping a lesson.  Then, most of the workshop will be spent brainstorming and developing techniques to meet student learning outcomes by developing active, student-centered classroom activities.  You may want to bring a colleague that teaches a similar topic with you.

50 minutes

Introductions

  • Chantilly Apollon
  • Shannon Nixon
  • Sheri Miraglia

Pass around email list for those interested in joining or participating in future flipping workshops and discussions

“Think, group share” Activity (15 minutes)

Objective: Describe what it means to flip your classroom and identify pros and cons to the process for the student and for the instructor.

Groups of 3-4 (number depends on the number of people attending, define roles:  timekeeper, recorder, reporter, equity officer...faculty will use whiteboards to write as a collaborative process)

2 minutes to think about these questions on your own, then share amongst groups

  • Name & Subject that you instruct
  • What is your idea of a flipped classroom?

Group Answers:

  • What used to be done outside of class (homework) is done IN class as group work. What was done IN class before (lecture) is done OUTSIDE class.
  • Sage on stage versus guide on side.
  • Students rather than teacher are responsible for content and solutions.
  • Topics are student driven. Students demonstrate concepts for class and actively present them.
  • What are some potential advantages to flipping a classroom?

Group answers:

  • Increase student investment – they take ownership
  • More student responsibility and engagement
  • Shake things up and novelty
  • Cover more material
  • Promotes heuristic learning (learning by doing), critical thinking, self investment, and student ownership.
  • More flexibility
  • Saves time
  • Students mentor each other and support each other and teach others so they get it more
  • What are some potential pitfalls to flipping a classroom?

Group Answers:

  • Lack of motivation for GE students
  • If students don’t prepare properly, they can mislead other students with lack of accuracy
  • Overprepared students overshadow quieter students
  • Time management issues are exacerbated
  • Students get impression that teachers aren’t doing their job
  • Too large of a class size?
  • D & F students fall through cracks

Two examples of taking a lecture and flipping it into an activity that meets the same outcome/objectives (10 minutes, 5 minutes each)

  • Sheri -- Interactive activities -- like PCBs and fish representing biological magnification
  • Shannon -- Science in the News

“Think, group share” Activity (15 minutes)

Choose an objective/SLO for your discipline.

Brainstorm about an in-class activities that could be used to meet that objective.

  • group discussion (think, pair, share or jigsaw), concept mapping, case study
  • opportunities for metacognition
  • assessment (formative and/or summative)
  • What out of class activity would prepare students for the in-class activity? 
  • How can you motivate students to come to class prepared?

Share our ideas and give feedback (5 minutes)

Wrap up (2 minutes)

  • Pedagogy drives classroom practices - how can we reach more students?  Flipping shouldn’t be done unless it is the best pedagogical approach for the classroom
  • Encouragement to “experiment” with flipping - things don’t always work the first time.  Be explicit with students that you are trying something new and explain why.
  • Point to the SLO website (notes of session and resources)
  • Reminder about flipping series in Spring