LOEXNashville, TennesseeMay 3, 2013

Play It Backwards:Flipping the Library Instruction Classroom

Teague Orblych&

Michelle Dunaway

ROADMAP

#flipclass

1. What is flipped instruction?

2. How we flipped the library instruction classroom

3. Outcomes

4. Why flip? Why not?

5. Tips for flipping

6. Questions

#loex2013 #flipclass

http://pinterest.com/mdunawa/flipclass/

http://libguides.umd.umich.edu/flipclass

I. WHAT IS FLIPPED INSTRUCTION?

#flipclass

FLIPPED INSTRUCTION

A pedagogical model in which the typical lecture and homework elements of a class are reversed.

#flipclass

EDUCAUSE, 2012

TRADITIONAL MODEL VS.FLIPPED MODEL

#flipclass

Attend Class, Watch/Listen to

Lecture

Apply Concepts

Individually

Watch/Listen To Lecture Individually

Apply Concepts In

Class

Traditional Classroom

Flipped Classroom

FLIPPED MODEL (CONT.)

Outside of the classroom, students engage in…

• Reading

• Watching recorded lectures

• Listening to podcasts

In the classroom, students engage in…

• Peer instruction

• Team-based problem solving

• Individual exercises

#flipclass

(Sams and Bergmann, 2013)

#flipclass

The flipped classroom is one in which students are applying what they have learned during class, rather than on their own, outside of class.

WHY FLIP?

Where in the learning cycle do students most benefit from face-to-face instruction?

#flipclass

BLOOM’S TAXONOMY AND THE FLIPPED CLASSROOM

Applying

Understanding

Remembering

Analyzing

Evaluating

Creating

Lower-level activities are shifted out of the classroom…

…allowing instructors to spend class time on upper-level activities.

#flipclass

(Sams and Bergmann, 2013)

II. FLIPPING THE LIBRARY INSTRUCTION CLASSROOM

#flipclass

WHAT WE DID

Flipped Classroom Version A

Before class:• LibGuide• Independent exercise

During class:• Discussion of exercise

Flipped Classroom Version B

Before class:• Screencast tutorials

During class:• Team-based learning

exercise

#flipclass

VERSION A

http://libguides.umd.umich.edu/content.php?pid=131736&sid=1129674 #flipclass

Before class: LibGuide

VERSION A (CONT.)

#flipclass

1. Read the Lib Guide “Locating High Quality Resources” on the Mardigian Library webpage under the following URL: http://libguides.umd.umich.edu/linguisticsresources

2. Using the tips from the Lib Guide, find a book or an article on a topic within linguistics.

3. Open an email and address it to Teague Orblych mtorblyc@umd.umich.edu and Daniel Davis davisdr@umd.umich.edu with subject line: Library Assignment.

4. In the email explain your search process briefly.

5. If you chose to locate a book, copy the book record URL from the Mardigian Library Catalog and paste into the email.

THE RUBRIC

0 - Emerging 1 - Developing 2 - Proficient 3 - Distinguished

Evaluates Authority […] […] […] […]

Evaluates Accuracy […] […] […] […]

Evaluates Relevance […] […] […] […]

Evaluates Current-ness […] […] […] […]

Evaluates Objectivity […] […] […] […]

#flipclassView the full rubric, including performance indicators, athttp://libguides.umd.umich.edu/flipclass

VERSION B

Overview of Library Website

The Library Catalog

Selecting a Database

Using Databases

Using Databases (continued)

Evaluating Sources

Common Errors

#flipclass

Before class, students viewed screencasts (≈ 35 minutes)…

http://libguides.umd.umich.edu/content.php?pid=209460&sid=1745075

VERSION B (CONT.)

…then, during class, students engaged in a team-based learning exercise.

#flipclass

III. FINDINGS

#flipclass

Version B (Screencasts)N = 51

Not High

Quality20%

High Quality

80%

Version A (LibGuide)N = 82

Not High-

Quality75%

High-Quality

25%

#flipclass

IV. DISCUSSION

#flipclass

>Reviewing a LibGuide before class was more effective

than viewing video tutorials before class. But why?

LIBGUIDE FTW!

• Time between viewing screencasts and attending instruction sessions

• A LibGuide can be used (e.g., it has links and instructions), whereas screencasts can only be viewed (and thus require note taking or memorization)

• Students did not view the screencasts

What do you think?

#flipclass

THE FLIPPED CLASSROOM: BENEFITS

• Redefines class time as a student-centered environment

• Opportunity to engage in formative assessment

• Increases student engagement

• Makes better use of librarians’ expertise

#flipclass

THE FLIPPED CLASSROOM: CHALLENGES

• Requires collaboration with faculty

• More labor intensive than the traditional lecture model

• Digital divide issues

#flipclass

What else?

TOOLS FOR FLIPPING THE CLASSROOM

#flipclassGet more tips and info about tools for flipped instruction athttp://pinterest.com/mdunawa/flipclass/

TAKEAWAYS

• Flipped instruction is a pedagogical model in which the traditional lecture and homework elements of a class are reversed.

• Flipping involves more than simply requiring students to watch pre-recorded lectures before class. The flipped classroom is one in which students are applying what they have learned during class, rather than on their own, outside of class.

• Flipping can involve a wide variety of activities during both the outside-of-class lecture and the in-class active learning activities.

#flipclass

EDUCAUSE. (2012). 7 things you should know about flipped classrooms. Published by Educause Learning Initiative. Retrieved from http://www.educause.edu/library/resources/7-things-you-should-know-about-flipped-classrooms

Sams, A., & Bergmann, J. (2013). Flip your students’ learning. Educational Leadership 70(6), 16-20. Retrieved from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Flip-Your-Students%27-Learning.aspx

References

Find articles,

infographics, and

many more

resources about

flipped instruction

online at

http://pinterest.com/

mdunawa/flipclass/