Stephanie Diemel of Shoreline Community College illustrates two keys for flipping the classroom at the first IGNIS webinar (hosted by SBCTC eLearning and Assessment, Teaching, and Learning). Listen to the Blackboard Collaborate Recording:
https://sas.elluminate.com/p.jnlp?psid=2014-02-06.0804.M.F223F0839C063C0F7F8BDEA4A2F541.vcr&sid=2008170
3. • Eric Mazur, Harvard University
• Tim Slater, Univ. of Wyoming
• Salman Khan, Khan Academy
4. • But I’m a great lecturer!
• I’ve mastered my slides/whiteboard
• Students love my lectures
5. “I want to learn from you”
Increased accountability/visibility
Unsure of the new landscape
6. • Do not re-lecture
• Allow your students to step up
• Your role has changed
•Do not re-lecture
•Allow your students to
step up
•Your role has changed
10. Guidance: Syllabus language
“You are expected to take an active role in the
process of your own learning. In support of
this, I teach this class using a ‘flipped’ model.”
“Each class meeting is designed based on the
assumption that you have completed the
assigned reading and video lecture for that
section or chapter.”
“Be ready to invest in yourself and your learning.”.
13. Guidance: Create clear incentives
• Frequent, low-stakes
assessments
• Students are held
responsible in class
Remember that excitement, joy and challenge are
all real motivators as well
16. 1. Begin class each day by referring to
some aspect of the lecture video
2. Use daily announcements
3. Set aside class time for students to ask
questions about the lecture video
17. Expect that all students have
watched the lecture and teach
at that level.
Refer to lecture details when
working on applications in
class.
18. Require participation in online discussion
groups that relate to both in and out-of-
class activities.
Engagement
Differentiated instruction
Responsibility, investment & risk-taking
“Some people talk in their sleep. Lecturers talk while other people sleep” ― Albert Camus
“There is no greater anti-brain environment than the classroom and cubicle” –Dr. John Medina
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics course. American Journal of Physics, 66(1), 64-74.
“I want to learn from you”
Increased accountability/visibility
Unsure of the new landscape
You are expected to take an active role in the process of your own learning. In support of this, I teach this class using a “flipped” model.
Each class meeting is designed based on the assumption that you have completed the assigned reading and video lecture for that section or chapter.
Be ready to invest in yourself and your learning.
Guide what to watch/read when
Explain how to engage with video lectures
Begin class each day by referring to some aspect of the lecture video
Use daily announcements
Set aside time for students to ask questions about the lecture video
Expect that all students have watched the lecture and teach at that level.
Refer to lecture details when working on applications in class.