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Flipping May 6, 2013

We used the following information to generate discussion about flipping classes and ways to improve student engagement and commitment:


An example of an “assessment” to get us thinking:

It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then brachter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge.

Directions: Answer the following questions in complete sentences. Be sure to use your best handwriting.

1. What is traxoline?
2. Where is traxoline montilled?
3. How is traxoline quaselled?
4. Why is it important to know about traxoline?
From Stacey Lowery Bretz, Ph.D. Professor of Chemistry, Youngstown State University

What should students “know” or “understand”?
What should students be able to do? (Bloom’s Taxonomy, Taxonomy of Significant Learning…intellectually, physically, emotionally)
•    Creating Significant Learning Experiences by L. Dee Fink
•    Most students do not retain information long-term
•    Using learning styles
•    Retention of information (i.e. less than 10% from lecture, 50% from discussion)
•    Myers Briggs – detail vs. framework first
How can one be sure that students can do this?
Evaluation of teaching/classroom.
Other things to consider:  books, assignments/activities in class/examinations
What is good evidence to answer your question?

From What the Best College Teachers Do by Ken Bain
Evaluating Teaching:

(1)    Is the material worth learning (appropriate to the curriculum)?
(2)    Are my students learning what the course is supposedly teaching?
(3)    Am I helping or encouraging the student to learn (or do they learn to despite me)?
(4)    Have I harmed students (i.e. fostered short term learning with intimidation tactics, discouraged additional interest in the field, fostered superficial rather than deep learning, neglected needs of a diverse student population, or failed to evaluate students’ learning)?

Some “crazy” ideas”…
Giving test questions before the test – is this taken advantage of?
Comprehensive examinations (throughout the term) – or give students a second chance to answer similar questions later
Not counting off for late assignments or framing “late” differently – depends on assignment, but is turning things on time the goal or is it something else?
Foster the ability to think about one’s thinking (metacognition)
Resubmission of assignments – or ramping up points so that students have low stakes at first
Early submission of assignments w/feedback
Students may suffer from social anxiety and may find it difficult to come talk to an instructor