1 flipping the classroom carroll school of management march 25, 2015 g. peter wilson slides will be...

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Flipping the Classroom

Carroll School of Management

March 25, 2015

G. Peter Wilson

Slides will be posted at

www.navigatingaccounting.com/presentation/presentations

http://www.navigatingaccounting.com/presentation/presentations

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Building A Teaching CultureCSOM Teaching Excellence Award Winners

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Eric MazurHarvey BrightmanCharles Lee

Howard Gardner Dan Roam

Building A Teaching CultureCSOM Teaching Seminar Guest Speakers

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Shared Responsibility Means Shared Credit

“We” Make Great Learning Experiences

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Flipping the Classroom

“Students gain first exposure to new material outside of class, usually via reading or lecture videos,

and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates."

http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

What is flipping?

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“Students gain first exposure to new material outside of class, usually via reading or lecture videos,

and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates."

http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

Flipping the Classroom to Up our Game

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Before class During class

Traditional Class

Thinking skills

covered during class

Before class During class

Flipped ClassThinking skills

covered during class

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Flipping the Classroom to Up our GameEasier Said Than Done

We’re asking students to Do more work before class Participate at a higher-level in class Master tougher material for exams

Costs

Benefits

http://bestfunnyaccidents.com/gymnastics-fail-blog-funny-flip-bloopers-gone-wrong-accidents.html

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Building Blocks

1. Robust concepts and frameworks

2. Rich applications

3. Detailed course maps

4. Enabling technology

5. Effective motivation

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Help students develop

Robust conceptual frameworks they can apply to navigate complexity and uncertainty throughout their careers

Relationship skills and attitudes that promote effective and rewarding interactions with others

A passion for life-long learning and strategies to learn on their own

Flipping the Classroom to Up our GameOverarching Course Goals

“A full 90 percent of all the data in the world

has been generated over the last two years.” http://www.sciencedaily.com/releases/2013/05/130522085217.htm

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“I wouldn’t give a fig for the

simplicity this side of complexity

but I’d give my life for simplicity

on the far side of complexity”

Oliver Wendell Holmes

Flipping the Classroom to Up our GameSimplicity on the Far Side of Complexity

http://integral-options.blogspot.com/2013/03/eric-storm-and-beth-meredith-beyond.html

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Sim

plic

ity on

the F

ar S

ide o

f C

om

ple

xity

SIMPLICITY ON THIS SIDE

OF COMPLEXITY

SIMPLICITY ON THE FAR

SIDE OF COMPLEXITY

Simple but shallow Simple yet deep

This work is by The Pathways Commission and is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License.


Perception Reality

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Flipping the Classroom to Up our GameSimplicity on the Far Side of Complexity

http://integral-options.blogspot.com/2013/03/eric-storm-and-beth-meredith-beyond.html

Success Factors

Internalize concepts

Apply concepts

repeatedly in diverse

contexts

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Sim

plic

ity on

the F

ar S

ide o

f C

om

ple

xity

SIMPLICITY ON THE FAR

SIDE OF COMPLEXITY

Simple yet deep

Robust concepts

and frameworks

Rich

applications

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Real

Phenomena

Relationship

Skills

Structuring

ExpertiseCreative

&

Persuasive

Core Competencies of Highly Successful Scholars

Flipping the Classroom to Up our GameFind the Healthy Tension Between Teaching and

Research

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Inclusive

Interdependent

elements

Simple, yet deep

Flipping the Classroom to Up our GamePathways Commission Vision Model

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Reporting entity

Outsiders

Insiders

Flipping the Classroom to Up our GamePathways Commission Vision Model

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Step 1

What do I see on

the surface?

Step 2

What’s behind

what I see?

Step 3

How do I use what I see and

my understanding of what’s

behind what I see?


Learning Framework

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Step 2

Accounting Decision Map

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Step 3

Analysis

Consideration Map


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Flipping Process: Guidance

Before class During class After class

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Pre-class work

16th Session

Begin to learn terms and concepts from on-line texts/videos

Apply concepts to fictitious companies

Learn how to locate and interpret real-company disclosures

Apply concepts to real companies

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Pro

cess: G

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or N

on

-An

alysis

Days

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Wall Street Journal, October 25, 2013

Federal regulators have warned banks to be careful about padding their profits with money set aside to cover bad loans. But some of the nation's biggest banks did more of it in the third quarter than earlier this year.

The banks justify the releases. They cite improvements in credit quality and economic conditions – which makes it less necessary for them to hold large amounts of reserves as cushion against loans that go sour –


Flipping Process: Motivation16th Session

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Sample: Basic assessment

“Know what you don’t know”

Respond: Mini-lectures

Concepts

Homework problems

Apply and Extend: Problem solving

New context

More complex context

Discuss: Related risks & judgments

Class OneNote Slides16th Session


Flipping Process: Class Structure for Non-Analysis Days

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Flipping Process: Guidance for Analysis Days

Pre-class work

8th Session

The guidance for the group assignments is in the exercises

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Students are to use the Toulmin Model of Argumentation

Which company, Coke or Pepsi, appears to have the better future prospects: expected future ROEs, growth rates and risks?

Analysis Consideration Map not completed by Session 8

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Claim

Qualifiers

Arguments

Counterarguments

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cess: G

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nalysis D

ays

Quantitative inputs based mostly on balance sheets, income statements and footnotes

Cash flow statement not covered by session 8

Qualitative inputs based mostly on quotes from earnings conference call transcripts, annual reports and media articles

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Pro

cess: G

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Forecasted ROEs

Forecasted risks

Forecasted growth

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lipp

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Pro

cess: G

uid

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or A

nalysis D

ays

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Flip

pin

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to U

p

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lipp

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Pro

cess: G

uid

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or A

nalysis D

ays

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Survey groups’ initial claims

Discuss supporting arguments, counterarguments and rebuttals

Survey groups’ ending claims

Ask students what they learned?


Flipping Process: Class Structure for Analysis Days

Class OneNote Slides

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Robust conceptual frameworks students can apply to navigate complexity and uncertainty throughout their careers

Relationship skills and attitudes that promote effective and rewarding interactions with others

A passion for life-long learning and strategies to learn on their own


Take Aways

#1 Goals drive everything

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Take Aways

#2 Use building blocks to meet goals

1. Robust concepts and frameworks

2. Rich applications

3. Detailed course maps

4. Enabling technology

5. Effective motivation

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Take Aways#3 Seek simplicity on the far side of complexity

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Take Aways#4 Use robust concepts and rich applications

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Take Aways#5 Develop competencies for effective scholarship

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Take Aways#6 Make great music with your students

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Take Aways# 7 We don’t need to be composers …

to create great music and make a difference.

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QUESTIONS OR COMMENTS

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Closing ThoughtThanks again for this incredible honor!

1 flipping the classroom carroll school of management march 25, 2015 g. peter wilson slides will be...

Documents

class slide

class traditional class

game slide

class time

complexity simplicity

complexity http

classroom students

game simplicity