flipping your classroom by jean andrews 1. what is flipping? turning the educational process from...
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Flipping Your Classroom
By Jean Andrews
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What is flipping?
Turning the educational process from teacher-focused to student-focused
Instructor
Instructor
Students
Students
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Reasons to flip
“If I could only get my students to work half as hard as I do…”
“I’m exhausted at the end of the day.”“I don’t know if my students are learning
until I grade their homework or test.”“Students learn math by doing math, not
by listening to someone talk about doing math.”
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Flipping what?
1. Flip classroom time2. Flip mastery of
content3. Flip the content4. Flip assessment5. Flip the responsibility
for learning
Instructor
Instructor
Students
Students
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1. Flipping classroom time
Passive learning happens outside class◦Video your own lectures and post online◦Use videos made by others (share resources)◦Explanations in text or audio◦Assign lectures as “homework”
Active learning happens in class◦Students work on their “homework” in class◦Instructors or lab assistants help individuals or
small group
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Why flip class time?
No need to repeat lecturesActive learning is given prime timeStudents get more individual helpBetter chance to get to know your
students
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2. Flipping mastery of content
Class moves in unison◦Assign tasks and don’t encourage work ahead
OR
Allow students to control their learning pace◦Work from a list of detailed objectives◦Document expectations and activities◦Digital test banks◦Mandatory attendance
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3. Flipping how content is learned
Changing the way students learn◦From passive learning to active learning◦Learn by poking around, trying something,
making mistakes, try again, use the Help feature, and “google it.”
◦Wing students from step-by-steps.
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Excellent resource
“Research-Based Strategies to Ignite Student Learning” by Judy Willis, M.D., 2008
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Why flip content?
So that more learning goes from short-term to long-term memory
Short term
• Memorize facts• Follow step-by-steps
Executive
function
s
• Trial and error• Discover and formulate answers• Patterns are discovered and not “given”
Long
term
• Deeper learning• Transferable to other situations
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4. Flipping assessment
You provide the assessment toolStudents convince you they know the
content◦Repeat knowledge◦Demonstrate skills◦Teach others◦Make a contribution
Practically speaking◦“I want my students making the videos.”◦“Work ahead so you can teach others who are
behind.”◦Some objective assessment is necessary.
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5. Flipping responsibility for learning
Provide a learning path for students to follow
Provide tools students needBe available to helpReward those who accept responsibilityExpect students to contribute to others
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Example of learning paths
Start
Objectives check off with access to all content
PretestAt least one question for each listed objective
Path 1: Passing score
Path 2: Medium score
Path 3: Low score
Activities 2
Done
Post test
Activities 2
Activities 1
Done
Post test
Done
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Other names for flipping
Emporium course◦Development math program at Virginia Tech
Student-centered learning course◦PC Repair course at College of DuPage
Buffet course◦Statistics class at Ohio State
Redesign course◦Spanish Transition course at University of Tennessee
Fully online course◦Visual and Performing Arts course at Florida Gulf Coast
UniversityFlipped course
◦Three computer science courses at Stanford University
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Necessary for flipping
Flexibility ◦New ways of doing things◦No silver bullet or one right way to flip
Computer labs with generous hoursPersonalized on-demand assistance Mandatory student participationPlenty of digital resources (The real
advantage of IT in education!)
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Digital resources for flipping
Videos of lectures and explanationsInteractive computer software (MyITLab)Diagnostic assessmentsOnline practice quizzes (large database)Computerized grading with instant
feedback◦Offload grading to technology
On-demand content when student is stuck
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Some results of flipping
Students spend more time on task than listening to a lecture
Students spend more time on content they know the least
Students learn by doingStudents can prove mastery quickly and move onStudents get more individual help and develop
relationships with facultyGrades and mastery improve (from 40% to 70%
pass rate for one study)Lower cost per student (30% savings for one
school)
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More results of flipping
How do you spend your time?◦Less prep time for lecture◦More time interacting with students◦More time supervising lab assistants◦Less time grading homework/quizzes/exams◦Less “stand and deliver” and more “one on
one”
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From a flip to a flop???
What can go wrong?◦Administrative by-in◦Lack of digital resources◦Lack of flexibility to adjust to emerging needs◦Lack of statistics proving results
(grades/cost/time)◦Students don’t have computers or Internet
access◦Lack of setting expectations from day one (hard
to flip in the middle of a course)◦Not sticking it out past the initial shock to
students (not the easy way out for students and often a culture shock)
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Resources for flippers
National Center for Academic Transformation at www.thencat.org
Flipped Learning Network at flippedclassroom.org
“Flip Your Classroom” by Jonathan Bergmann and Aaron Sams
Khan Academy at www.khanacademy.org“Jump Right In” by Jean Andrews
