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Table&of&Contents& Workshop!Schedule!!……………………………………………………………………………...!1!Seminar!Slides!………………………………………………………………………………………!2!Activities!

Case!Study!Practice…………………………………………………………………………...!7!Applying!This!to!Your!Campus…………………………………………………………..!8!

Resources!Flipping!Your!Class!Lesson!Planning!Template…………………………………..!10!Writing!Learning!Objectives……………………………………………………………...!11!Active!Learning!Activities!Handout……………………………………………………!15!Discussions!about!Course!Flipping…………………………………………………….!17!Links!to!Video!Software!and!Existing!Resources………………………………...!18!Links!and!Resources!for!InRclass!Activity!Ideas…………………………………..!19!

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Workshop&Schedule& 8:00R!8:30!Introductions!and!Learning!Objectives!!8:30R!9:00!Focus!on!Flipping!● Review!PreRWork!in!Small!Groups!● Large!Group!Discussion!

!9:00R!9:35!Flipping!Resources!● Definition!and!Overview!● DELTA!Resources!● DELTA!Model!

!9:35R!9:45!Break!!9:45R!10:45!Developing!Your!Approach!● Case!Study!Practice!● Applying!the!Model!to!Your!Campus!

!10:45R11:00!WrapRup!and!Q/A!!

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!Activities!

Case%Study%Practice%

Scenario!

Approach!to!Situation!

Resources!Needed!

Steps!for!Implementation!

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Applying%This%to%Your%Campus%

What!type!of!faculty!development!will!you!be!providing!for!course!flipping?!

What!are!some!potential!outreach!methods!you!can!use?!

What!resources!do!you!already!have!in!place?!

What!resources!will!you!need!to!obtain?!Where!will!you!go!to!find!those!resources?!

What!roadblocks!do!you!anticipate!from!the!faculty!or!administration?!How!will!you!address!those!roadblocks?!

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What!are!the!steps!you!need!to!take!to!implement!the!faculty!development!activity?!

How!can!you!maximize!the!effort!put!into!this!implementation?!

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Flipping'Your'Classroom'Lesson'Planning'Template

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Class/Week Topic.and.Learning.Objectives Pre:Class.Activities/Materials In:Class.Activities/Materials Post:Class.Activities/Materials

Flipping.Your.Class.Template:1..Enter.your.Class.topics.and.Learning.Objectives.for.each.class.meeting..You.may.have.learning.objective.that.stretch.over.2.or.more.classes,.for.instance.you.may.have.learning.objectives.for.a.chapter.rather.than.a.lesson..It's.important.to.include.not.only.the.high.level.learning.objectives.but.also.the.takeaway.for.a.given.class.2..Enter.your.major.assessment.into.the.schedule..This.will.anchor.your.course.and.allow.you.to.think.about.the.materials.your.students.need.to.master.before.that.assessment.3..Take.a.first.run.through.your.schedule,.thinking.through.pre:class,.in:class,.and.post:class.work..4..Revisit.a.class.that.you.are.most.excited.about,.and.revise.the.in:class.activity.and.think.through.what.you.want.the.students.need.to.enter.that.activity.and.what.they.should.demonstrate.following.it..Then.examine.the.classes.prior.and.post.to.see.if.modifications.need.to.be.made.

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Writing'Learning'Objectives'! Learning!objectives!(often!called!performance!objectives!or!competencies)!are!brief,!clear,!specific!statements!of!what!learners!will!be!able!to!perform!at!the!conclusion!of!instructional!activities.!Learning!objectives!stem!from!course!objectives.!Course!objectives!are!broad!statements!reflecting!general!course!goals!and!outcomes,!while!learning!objectives!are!targeted!statements!about!expected!student!performance.!Generally,!learning!objectives!are!competency!based,!as!they!designate!exactly!what!students!need!to!do!to!demonstrate!mastery!of!course!material.!With!this!in!mind,!learning!objectives!are!always!stated!in!terms!of!student!outcomes.!!!The!purpose!of!learning!objectives!is!to!

• Facilitate!overall!course!development!by!encouraging!goalCdirected!planning!• Inform!students!of!the!standards!and!expectations!of!the!learning!activities!• Provide!information!for!the!development!of!assessments!by!identifying!the!types!of!

evidence!that!students!need!to!produce!to!demonstrate!understanding!• Clarify!the!intent!of!instruction!and!guide!the!formation!of!instructional!activities!

(textbook!selection,!teaching!resources,!instructional!methods,!etc)!• Provide!a!framework!for!evaluating!student!understanding!and!progress!• Serve!as!an!implicit!contract!between!instructor!and!students,!setting!up!a!basis!for!

accountability!• Drive!curriculum!planning!(such!as!the!development!or!revision!of!courses)!• Create!a!framework!for!evaluating!overall!effectiveness!of!an!educational!program!• Provide!evidence!of!student!learning!to!be!used!for!accreditation!

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Guidelines'Effective!learning!objectives!highlight!expected!student!behavior!as!well!as!the!specific!conditions!and!standards!of!performance.!Effective!learning!objectives!describe!the!

1. (Audience)*Student-Centered:!Focus!learning!objectives!on!the!student,!not!the!teacher.!An!effective!learning!objective!will!explain!the!expectations!for!student!behavior,!performance!or!understanding.!A!good!objective!should!complete!the!statement!“The!student!will....”!

2. Behavior:!Write!learning!objectives!in!terms!of!an!observable!behavioral!outcome.!Learning!objectives!should!describe!what!the!student!will!be!able!to!do.!!

3. Conditions:!Write!learning!objectives!to!specifically!target!one!expectation!or!aspect!of!understanding!and!highlight!the!conditions!under!which!the!student!is!expected!to!perform!the!task.!The!conditions!of!the!objective!should!communicate!the!situation,!tools,!references!or!aids!that!will!be!provided!for!the!student.!!

4. Degree*of*Competency/Standards:!Select!measurable!standards!that!include!criteria!for!evaluating!student!performance.!Effective!learning!objectives!indicate!a!

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degree!of!accuracy,!a!quantity!of!correct!responses!or!some!other!type!of!measurable!information.!Standards!serve!the!dual!purpose!of!informing!students!of!performance!expectations!and!providing!insight!as!to!how!achievement!of!these!expectations!will!be!measured.!Use!specific!terminology!that!has!limited!interpretations!and!ensure!that!all!students!understand!the!same!interpretation.!

!In!brief,!learning!objectives!should!describe!the!A!=!Audience!expected!to!perform!the!desired!behavior!B!=!Behavior!that!the!learner!can!now!engage!in!C!=!Condition(s)!under!which!the!objectives!should!be!attained!D!=!Degree!of!competency!expected!upon!completion!of!the!objective!Example:!By!the!end!of!this!session,!the!first*year*medical*student!will!be!able!to!describe*three*methods!used!to!evaluate!the!efficacy!of!any*new*drug!when*presented*with*evidence*from*the*literature.*A!=!first!year!medical!student!B!=!describe!three!methods!C!=!when!presented!with!evidence!from!the!literature!D!=!any!new!drug!!

Bloom’s'Taxonomy'and'Learning'Objectives'Bloom’s!(1956)!taxonomy!of!educational!objectives!differentiates!between!three!domains!of!learning:!cognitive,!affective!and!psychomotor.!Most!courses!in!higher!education!focus!on!the!cognitive!domain,!thus!it!is!important!to!examine!various!levels!of!cognitive!understanding.!The!cognitive!domain!is!broken!down!into!six!categories:!knowledge,!comprehension,!application,!analysis,!synthesis!and!evaluation.!Generally,!instructors!will!want!to!design!learning!objectives!to!target!a!range!of!levels!of!student!understanding.!The!phrasing!of!learning!objectives!will!help!guide!both!instructional!activities!and!assessment,!thus!instructors!should!carefully!select!the!emphasis!of!learning!and!the!relevant!verb.!!Domain* Emphasis* Relevant*Verbs*Cognitive! Knowledge! Recall,!identify,!recognize,!acquire,!distinguish,!state,!

define,!name,!list,!label,!reproduce,!order,!collect,!describe,!show,!tell,!tabulate,!examine,!retell,!quote,!enumerate,!match,!read,!record,!copy,!select!

Cognitive! Comprehension! Translate,!extrapolate,!convert,!interpret,!abstract,!transform,!select,!indicate,!illustrate,!represent,!formulate,!explain,!classify,!comprehend,!associate,!compare,!distinguish,!extend,!predict,!differentiate,!contrast,!describe,!discuss,!estimate,!group,!summarize,!order,!cite,!paraphrase,!restate,!trace!

Cognitive! Application! Apply,!sequence,!carry!out,!solve,!prepare,!operate,!generalize,!plan,!repair,!explain,!predict,!demonstrate,!instruct,!compute,!use,!perform,!implement,!employ,!solve,!classify,!change,!illustrate,!calculate,!complete,!

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modify,!show,!experiment,!relate,!discover,!act,!administer,!articulate,!chart,!collect,!construct,!determine,!develop,!establish,!prepare,!produce,!report,!teach,!transfer!

Cognitive! Analysis! Analyze,!estimate,!compare,!observe,!detect,!classify,!discover,!discriminate,!explore,!distinguish,!catalog,!investigate,!breakdown,!order,!determine,!differentiate,!dissect,!contrast,!examine,!interpret,!arrange,!connect,!divide,!infer,!separate,!explain,!select,!correlate,!diagram,!focus,!illustrate,!outline,!prioritize,!subdivide,!point!out!

Cognitive! Synthesis! Write,!plan,!integrate,!formulate,!propose,!specify,!produce,!organize,!theorize,!design,!build,!systematize,!combine,!summarize,!restate,!argue,!discuss,!derive,!relate,!generalize,!conclude,!produce,!compose,!modify,!invent,!plan,!substitute,!create,!rearrange,!speculate,!rewrite,!adapt,!anticipate,!collaborate,!compile,!devise,!express,!facilitate,!reinforce,!structure,!substitute,!intervene,!negotiate,!reorganize,!validate!

Cognitive! Evaluation! Evaluate,!verify,!assess,!test,!judge,!rank,!measure,!appraise,!select,!check,!justify,!determine,!support,!defend,!criticize,!weigh,!assess,!compare,!decide,!discriminate,!convince,!conclude,!explain,!grade,!summarize,!support,!persuade,!reframe!

Affective! ! Agree,!avoid,!support,!participate,!cooperate,!praise,!help,!offer,!join,!accept,!attempt,!challenge,!defend,!dispute,!judge,!contribute,!praise,!question,!share,!volunteer!

Psychomotor! ! Adjust,!repair,!taste,!bend,!measure,!perform,!operate,!use,!move!

!Avoid!using!verbs!that!are!difficult!to!measure!objectively.!The!following!verbs!are!difficult!to!assess,!thus!should!be!used!with!caution:!!Understand,!comprehend,!appreciate,!familiarize,!be!aware,!become!acquainted!with,!cover,!realize,!learn,!know,!gain!knowledge!of,!study!!

Sample'Learning'Objectives'Review!the!following!examples!of!effective!learning!objectives.!These!objectives!are!taken!from!NC!State!DELTA!grant!courses.!!!

• Students!will!be!able!to!discuss!travel!plans!and!preferences!in!Spanish,!both!in!writing!and!orally,!with!sufficient!accuracy!to!be!understood!by!a!native!speaker!who!is!accustomed!to!dealing!with!foreigners.!!

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• Students!will!be!able!to!quickly!identify!the!reagent!in!a!chemical!reaction!when!given!the!starting!material!and!the!ending!material.!

!• Students!will!be!able!to!describe!how!horticulture!impacts!their!lives.!!

!• Students!will!be!able!to!identify!insects!to!the!order!level!using!Spot!Identification!

Characteristics.!!

• Students!will!be!able!to!display!insect!specimens!using!appropriate!mounting!and!labeling!techniques.!

!• Students!will!be!able!to!demonstrate!appropriate!counseling!values!and!attitudes!in!

counseling!situations.!!!

• Students!will!be!able!to!apply!accepted!principles!and!codes!to!resolve!ethical!dilemmas!that!arise!in!the!client/counselor!relationship.!

!• Students!will!be!able!to!demonstrate!a!scholarly!knowledge!base!to!guide!

counseling!decisions!and!articulate!several!kinds!of!counseling!services!in!various!settings!such!as!schools,!community!agencies!and!universities.!

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Checklist'Use!this!checklist!to!determine!if!your!learning!objective!is!effective!and!includes!the!necessary!components.!!

o Does!the!learning!objective!stem!from!a!course!goal!or!objective?!o Is!the!learning!objective!measurable?!o Does!the!learning!objective!target!one!specific!aspect!of!expected!performance?!o Is!the!learning!objective!studentCcentered?!o Does!the!learning!objective!use!an!effective!action!verb!that!targets!the!desired!level!

of!performance?!(see!verb!list)!o Do!the!learning!objectives!measure!a!range!of!educational!outcomes?!o Does!the!learning!objective!match!instructional!activities!and!assessments?!o Does!the!learning!objective!specify!appropriate!conditions!for!performance?!o Is!the!learning!objective!written!in!terms!of!observable,!behavioral!outcomes?!

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References'Critical!and!Creative!Thinking—Bloom’s!Taxonomy:!http://eduscapes.com/tap/topic69.htm!!New!Revised!Bloom’s!Taxonomy!with!the!added!Knowledge!dimensions:!!http://www.celt.iastate.edu/teaching/RevisedBlooms1.html!!PDF!of!this!handout:!http://tinyurl.com/writelearningobjectives!

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Active!Learning!Activities! Active'learning'activity Brief'description Gallery!walk Large!sheets!of!paper!with!prompts!or!questions!are!posted!

around!the!room.!!Students!circulate!around!the!room!and!add!comments!to!the!sheet.!!To!“second”!an!existing!comment,!have!students!put!a!check!beside!the!statement.

Audience!response!systems!(“clickers”)

Can!be!used!to!get!a!quick!synopsis!of!student!mastery!of!concepts!in!a!large!class.!!Instructors!can!add!questions!for!the!class!to!PowerPoints!or!write!on!board;!students!use!clickers!to!respond.

Jigsaw!activity Assign!students!to!groups.!!Group!1!reads!article!1,!Group!2!reads!article!2,!Group!3!reads!article!3,!etc!for!homework.!!The!next!class!period,!instructor!groups!students!into!teams!that!contain!members!from!the!original!groups!1,!2,!and!3.!!Each!member!explains!the!article!that!s/he!read!to!the!other!group!members.!!!

Perspective/Viewpoint!Activity

Assign!students!to!groups.!For!homework,!each!group!member!researches!a!topic!or!reads!an!article!from!an!assigned!point!of!view!!The!next!class!period,!the!students!get!into!their!groups!and!each!explains!their!understanding!of!the!topic/article!and!they!discuss!!how!and!why!their!viewpoints!did/did!not!vary.

ThinkQpairQshare Instructor!poses!a!question!to!the!class.!!Students!think!about!the!question!individually!first!(you!may!ask!students!to!jot!down!a!few!notes!as!part!of!their!individual!work).!!Students!then!discuss!their!answers!in!pairs!and!decide!which!answer!they!feel!the!most!confident!in.!!Each!pair!then!reports!on!their!discussion!and!presents!their!answer!to!the!class.

ConceptQmapping Students!create!a!visual!representation!of!a!course!concept.!!Can!be!done!individually!or!in!groups.

FlowQcharts Students!create!flowQcharts!to!illustrate!their!understanding!of!a!process.!!Can!be!done!individually!or!in!groups.

Muddiest!point/clearest!point

At!the!end!of!a!lesson!or!class!period,!have!students!write!for!a!brief!period!of!time!(2Q3!minutes)!on!what!they!feel!is!the!muddiest,!or!least!easily!understood,!part!of!the!day’s!lecture,!and!what!they!feel!is!the!clearest!part.!!The!instructor!should!collect!the!responses,!review!them,!and!address!them!at!the!beginning!of!the!next!class!meeting.

Minute!paper Students!write!for!one!minute,!addressing!a!prompt!established!by!the!instructor.!!The!instructor!should!collect!the!responses,!review!them,!and!address!them!at!the!beginning!of!the!next!class!meeting.

Case!studies Students!work!together!to!solve!a!problem!that!replicates!a!realQlife!situation!related!to!the!course!material.

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Debates Students!debate!opposing!sides!of!an!issue.!!In!one!variation,!the!instructor!asks!Group!A!to!prepare!to!argue!for!perspective!A.!!The!day!of!class,!the!instructor!switches!the!groups!and!asks!Group!A!to!argue!for!perspective!B,!encouraging!critical!thinking!skills.

Bingo Instructors!develop!bingo!questions.!!The!students!have!a!bingo!card!with!terms!or!other!key!course!concepts.!!Students!can!earn!“bingo”!by!marking!the!correct!answers!to!the!instructor’s!questions!on!their!cards.

Jeopardy Instructors!develop!Jeopardy!questions!before!class.!!Students!answer!questions!about!course!content!to!earn!points.!!The!instructor!can!reward!the!winner!with!a!small!prize.!!Can!be!played!in!teams!or!individually.

Peer!review Students!read!each!others’!work!and!provide!feedback.!! Designing!rubrics Students!and!the!instructor!work!together!to!develop!a!rubric!

for!an!assignment!based!on!assignment!guidelines!set!by!the!instructor.

Writing!test!questions Students!write!test!questions!for!key!course!concepts.!!

Resources'for'active'learning'activities • http://sciencecases.lib.buffalo.edu/cs/ • www.merlot.org • http://wwwQpersonal.umich.edu/~espring/bestPractices/games.html • Silberman,!M.!(1996).!!Active'learning:''101'strategies'to'teach'any'

subject.!!Boston:!!Allyn!and!Bacon. • Angelo,!T.A.!&!Cross,!P.!K.!(1993).!!Classroom'assessment'techniques:''A'handbook'for'

college'teachers'(2nd'ed.).!!San!Francisco:!!JosseyQBass. • Ritchhart,!R.,!Church,!M.!&!Morrison,!K.!(2011).!Making'thinking'visible:'How'to'

promote'engagement,'understanding,'and'independence'for'all'learners.!San!Francisco:!JosseyQBass.!

PDF: http://tinyurl.com/activelearningactivities

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Resources&

Discussions%about%Course%Flipping%Flipping'the'Classroom'1'Simply'Speaking,(Penn(State(University((YouTube(video),(http://www.youtube.com/watch?v=26pxh_qMppE((Harvard'conference'seeks'to'jolt'university'teaching,(The(Chronicle(of(Higher(Education,(http://chronicle.com/article/HarvardRSeeksRtoRJolt/130683/((FIZZ,(Friday(Institute,(Dr.(Lodge(McCammon,(http://www.fi.ncsu.edu/project/fizz/(and(fi.ncsu.edu/fizz((Five'Best'Practices'for'the'Flipped'Classroom,(edutopia,(http://www.edutopia.org/blog/flippedRclassroomRbestRpracticesRandrewRmiller((The'flipped'classroom'infographic:'A'new'method'of'teaching'is'turning'the'traditional'

classroom'on'its'head,(http://www.knewton.com/flippedRclassroom/((Should'you'flip'your'classroom?(Edutopia,(http://www.edutopia.org/blog/flippedRclassroomRramseyRmusallam((Flipping'out?'What'you'need'to'know'about'the'flipped'classroom,(Inside(Higher(Ed,(http://www.insidehighered.com/blogs/gradhacker/flippingRoutRwhatRyouRneedRknowRaboutRflippedRclassroom((Flip(Teaching((blog)(http://www.flipteaching.com/((Exploding'the'Lecture,'Inside(Higher(Ed,(http://www.insidehighered.com/news/2011/11/15/professorRtriesRimprovingRlecturesRremovingRthemRclass((Seven'Things'You'Should'Know'About'Flipping'Classrooms,'ELI,(http://net.educause.edu/ir/library/pdf/ELI7081.pdf((The'Flipped'Classroom,(Educationnext,(http://educationnext.org/theRflippedRclassroom/((To'Flip'Or'Not'Flip?,(Edudemic,(http://edudemic.com/2012/05/toRflipRorRnotRflipRyourRclassroom/(('

17

Exploring'the'Flipped'Classroom,(TechSmith((explains(workflow)(http://assets.techsmith.com/Docs/pdfRlandingpages/flippedclassroomRexplore.pdf((The'Flipped'Classroom'Model:'A'Full'Picture,(User(Generated(Education,(Jackie(Gerstein,(Ed.D.(http://usergeneratededucation.wordpress.com/2011/06/13/theRflippedRclassroomRmodelRaRfullRpicture/(Resource(Page:(http://www.scoop.it/t/theRflippedRclassroom((with(videos)((Peer'Evaluation,(TeamRBased(Learning(Collaborative,(http://www.teambasedlearning.org/Default.aspx?pageId=1032389((Critics'of'the'Flipped'Classroom,(Flipping(with(Kirch(blog,((reasons(for(flipping)(http://flippingwithkirch.blogspot.com/2012/04/criticsRofRflippedRclassroom.html((How(do(I(get(my(students(to(prepare(before(coming(to(a(flipped(class?,(Turn(to(Your(Neighbor(Peer(Instruction(blog,((JustRinRTime(Teaching(Flow(Chart)(http://blog.peerinstruction.net/2012/04/20/howRdoRiRgetRmyRstudentsRtoRprepareRbeforeRcomingRtoRaRflippedRclass/((Salman'Khan:'Let's'use'video'to'reinvent'education,(TED(Talks,(http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html((Flipped(Classroom(resources,(Office(of(Faculty(and(Organizational(Development,(Michigan(State(University(http://fod.msu.edu/oir/flippedRclassroom((Flipped(Learning(blog(http://flippedRlearning.com/(http://jonbergmann.com/((2013(Preview(of(the(NMC(Horizon(Report:(Short(Term(Horizon:(Course(Flipping(http://www.nmc.org/pdf/2013RhorizonRhigherRedRshortlist.pdf((6'Expert'Tips'for'Flipping'the'Classroom,(Campus(Technology(http://campustechnology.com/articles/2013/01/23/6RexpertRtipsRforRflippingRtheRclassroom.aspx(http://online.qmags.com/CPT0113/default.aspx?pg=32&mode=1#pg32&mode1(((Flipping(The(Large(Enrollment(Psychology(Classroom(R(NC(State(University((http://youtu.be/QTDQaaVWEzI((

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!

!

Links%to%Video%Software%and%Existing%Resources%

Free!to!NC!State!University!Faculty!● Mediasite!(classroom!capture!and!miniRstudio!recording)!● My!Mediasite!(desktop!capture!and!content!management!system)!● Blackboard!Collaborate!

Free!Applications!● Jing!

Paid!Software!● Camtasia!(screen!capture)!● Screenflow!(screen!capture)!● Articulate!Storyline!(more!advanced!module!builder)!● Adobe!Captivate!(more!advanced!module!builder)!

Other!● Mobile!Screencasting!● YouTube!● TedTalks!● iTunes!U!● Kahn!Academy!

Resources%for%InEclass%Activity%Ideas% ● Merlot—Free!and!open!online!teaching!and!faculty!development!resources!● Visible!Thinking—Geared!towards!KR12,!this!site!provides!different!thinking!

routines!created!out!of!Harvard’s!Project!Zero!● Silberman,!M.!(1996).!!Active'learning:''101'strategies'to'teach'any'subject.!!

Boston:!!Allyn!and!Bacon.!● Angelo,!T.A.!&!Cross,!P.!K.!(1993).!!Classroom'assessment'techniques:''A'

handbook'for'college'teachers'(2nd'ed.).!!San!Francisco:!!JosseyRBass.!

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