Beyond the buzz: Transforming Instruction with the Flipped Approach - From Lecture Hall to Seminar
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Flipped Learning presentation at the University of Rochester, NY, November 2015
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Beyond the buzz: Transforming Instruction with the Flipped Approach - From Lecture Hall to Seminar
- 1. Beyond the Buzz: Transforming Instruction with the Flipped Approach - From Lecture Hall to Seminar HelaineW. Marshall, Ph.D. LIU-Hudson Flipped Learning Network University of Rochester Online Learning Symposium Series November 20, 2015 © H.W. Marshall, 2015
- 2. Definition of Flipped Learning Flipped Learning Network – FLN, 2014 Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. © H.W. Marshall, 2015
- 3. Flipping Flipped Classroom Flipped Learning © H.W. Marshall, 2015
- 4. • Eric Mazur (1997) – College classes – “peer instruction” • Maureen Lage, Glenn Platt & MichaelTreglia (2000) – “inverting the classroom” • Jon Bergmann & Aaron Sams (2012) K- 12 classes – “flipped learning” © H.W. Marshall, 2015
- 5. Flavor of the Month? © H.W. Marshall, 2015
- 6. • One of six technology topics featured out of master list of more than 50 tracked technologies • Near term category,Time-to-Adoption Horizon: OneYear or Less • Digital Strategy: using devices and software to enrich teaching and learning, whether inside or outside of the classroom • Innovation: transcend conventional ideas and learning activities to create something that is new, meaningful, and 21st century NMC Horizon Report: 2014 Higher Education Edition © H.W. Marshall, 2015
- 7. In a nutshell… Flipped learning is robust instruction made possible by leveraging technology to create fertile spaces for teaching and learning. Marshall, 2015 © H.W. Marshall, 2015
- 8. The Flipped Classroom Turn teaching inside out: • Direct instruction takes place outside of class Bloom’sTaxomony – lower levels understanding/remembering • Practice and application take place in class Bloom’sTaxonomy – upper levels applying/analyzing/creating © H.W. Marshall, 2015
- 9. 1. Comprehension • Comprehensible input from multiple sources 2. Interaction • Meaningful interaction with instructor and peers 3. Critical thinking skills • Cognitively demanding/intellectually challenging Supporting Learning © H.W. Marshall, 2015
- 10. The Perfect Blend Active/Deeper Learning • Learner-driven • Embracing learner knowledge • Meeting immediate learner needs • Leading learners to meaningful social action and/or personal goals Flipped Learning • Leveraging of technology • Mastery learning • Maximizing classroom interaction • Instructor “leading from behind” © H.W. Marshall, 2015
- 11. Why instructors like flipped learning… • Saves time • Role shifts to facilitator – observation – feedback – assessment • Results in better mastery by class © H.W. Marshall, 2015
- 12. Why students like flipped learning… • Ownership of learning • Active in class from start to finish • Ongoing support from peers and instructor © H.W. Marshall, 2015
- 13. Why the research supports flipped learning… • Affectively – attendance, motivation, participation • Cognitively – self-directed learning, increase in mastery of concepts, increase in critical thinking • Metacognitively – self- assessment; awareness of learning process© H.W. Marshall, 2015
- 14. Not for all? • Not for all instructors? • Not for all students? • Not for all disciplines? © H.W. Marshall, 2015
- 15. Instructional Videos Student Research In-Class Collaboration Observation Feedback Assessment Flipp Flipped Learning Cycle Components ed Learning Cycle Components (Adapted from Bergmann & Sams, 2012) © H. W. Marshall, 2015
- 16. Exploration Instructional Videos In-Class Collaboration Observation Feedback Assessment Flipped Learning Cycle Components Adapted from Bergmann & Sams, 2012; Musallam, 2013. © H.W. Marshall, 2015
- 17. Essential Question FLIPPEDCONVENTIONAL How is planning for flipped learning instruction different from conventional planning and how do you feel about those differences? “Instructor worries most about covering course material in class.” “In flipped class learning instructors are not central figures but learning facilitators.” “As an instructor I used to have absolute control over everything that happened in the classroom.” ”I think the biggest change for me is finding/creating more projects and tasks to help students produce and master the material in class.” “Content is primarily presented in-class and application of content and exercises done for homework out of class” “Students gather information largely outside of class by reading, watching recorded lectures or listening to podcasts so they come to class eager to participate…they apply what they learn to new contexts.” © H.W. Marshall, 2015
- 18. What does it require? Macro climate Micro climate Provision of support Innovative people/team Vision Expertise Carbonell KB, Daily-Hebert A, Gijselaers W. Unleashing the creative potential of faculty to create blended learning. Internet and Higher Education; 2013.18: 29-37. Garrison DR, Kanuka H. Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education; 2004. 7: 95-105.© H.W. Marshall, 2015
- 19. Three Course Contexts • Lecture : Linguistics • Professional Preparation : Content Methods • Seminar: StudentTeaching © H.W. Marshall, 2015
- 20. Linguistics Course FLIP Components: 1. Linguistics Lecture Hall 2. Student Research 3. In-class Collaboration 4. Final Project Presentations © H.W. Marshall, 2015
- 21. Purposes forVideo • Course Procedures • AcademicContent • Applications/Implementations © H.W. Marshall, 2015
- 22. Two Options Create Curate © H.W. Marshall, 2015
- 23. FLIP – InstructionalVideos • Instructor prepares the content & slides • Instructor adds supports, such as guide questions & webcam with gestures. • Students watch video, pause, rewind, and prepare or submit responses to questions • Students jot down points to clarify in class © H.W. Marshall, 2015
- 24. How can I create my videos? You can use software tools such as educreations, draw it, SMARTrecorder, standard video, and more… Educreations SMARTrecorder Video camera Camtasia © H.W. Marshall, 2015
- 25. InstructionalVideos Interactive Lectures Outside of Class V I like that the lectures can be watched at my own leisure, paused and rewound, and that the class is more work activities and discussion. I would definitely keep the flipped classroom. © H.W. Marshall, 2015
- 26. Recording Studio Components © H.W. Marshall, 2015
- 27. © H. W. Marshall, 2015 Phonetics Website Blackboard Peer posting of links to checkout W E B
- 28. < 30% correct revisit concept > 70% correct Stoltzfus (2014) Adapted from Mazur© H.W. Marshall, 2015
- 29. OurTextbooks Linguistics for Everyone Learner English © H.W. Marshall, 2015
- 30. Student Research There’s more take away with the poster-making and collaborations. In class interaction …gives us an opportunity to flesh out ideas and concepts we hear in the lecture and clarify misunderstandings. © H.W. Marshall, 2015
- 31. In-Class Interaction & Collaboration • Review, clarify, and expand material in the video & textbook • Share ideas & brainstorm on related topics in chat, on whiteboards, and orally • Conduct group activities to apply and practice material in main meeting room and breakout rooms © H.W. Marshall, 2015
- 32. Key Questions and Charts “You’re held accountable, so you have to come [to class] ready to contribute.” © H.W. Marshall, 2015
- 33. Observation-Feedback-Assessment Peer Instruction “I like…working with other brains in the room, using people’s strengths, learning about each other and how we think.” © H.W. Marshall, 2015
- 34. In-Class Collaboration A truly constructivist learning experience with students being active participants instead of passive recipients of learning © H.W. Marshall, 2015
- 35. In-Class Collaboration Making PostersTogether I like the way all the class activities are really interactive, hands-on and student-oriented… I’m a hands-on learner. © H.W. Marshall, 2015
- 36. “Leading from Behind”on – Feedback – Assessment Guide oOn the side (King 1993) © H. W. Marshall, 2015 Although she's not at the head of the classroom most of the time, she's what I'd call "leading from behind“ – a role I wish more teachers would undertake. If they knew that leading from behind didn't mean a loss of their control or importance, more teachers would be willing to try the flipped classroom.
- 37. Presenting on Russian Presenting on Portuguese When people do presentations , you get another perspective other than the teacher’s. © H.W. Marshall, 2015
- 38. Final Project: Students Making InstructionalVideos,Too! Presenting on Farsi with puppet “Charlie” We’re working with content instead of just talking so we’re engaged and it reinforced material. © H.W. Marshall, 2015
- 39. © H. W. Marshall, 2015 The WonderWall A student-constructed space for ongoing peer interaction without the teacher as intermediary
- 40. © H. W. Marshall, 2015 360 Degree View of the Classroom
- 41. I personally like this flip classroom so far. I can spend my time study as much as I want and flip classroom makes my study livelier. Reading text book alone can be bored some time. As…English learner…, I have some difficulties catching something in class. Flip classroom helps me a lot. However, I still like to go to class and have real conversation with Dr. M and my classmates. Nattasiri fromThailand Quote from student on flipped learning © H.W. Marshall, 2015
- 42. F E E D B A C K Comments Blog Anonymous Interviews Student Questionnaire Course Evaluation M A S T E R Y In-class Exercises In-class Presentations In-class Midterm Exam Take-home Final Exam © H.W. Marshall, 2015
- 43. Assessment: Instructional Designer (1) A truly constructivist learning experience with students being active participants instead of passive recipients of learning (2) A real learning community with students showing great regard for each other, helping each other, prompting each other, asking each other questions, and building upon the work of each student (3) A multi-media experience with use of SmartBoard, Skype, audio, and use of a camera (4) A physical space that was utterly dynamic, with the teacher standing at the back while students lead the discussions © H.W. Marshall, 2015
- 44. I prefer this class structure (flipped classroom) to a traditional class structure. © H.W. Marshall, 2015
- 45. 6.6 (lowest =1; highest = 7) © H.W. Marshall, 2015
- 46. 6.5 (lowest =1; highest = 7) © H.W. Marshall, 2015
- 47. From the Students • “In-class exercises and peer interaction. I think we learn more by talking to each other.” • “I like hands-on, working with other brains in the room, using people’s strengths, learning about each other and how we think.” • “Activities in class (individual, small group, and large group) because we’re working with content instead of just talking, so we’re engaged and it reinforces material.” • “Class activities as well as assignments - examples, activities, and assignments – actually doing instead of listening.” © H.W. Marshall, 2015
- 48. Students expressed enthusiasm about: the freedom to set their own pace for viewing & absorbing video content being able to come to class prepared and with questions having help in class while doing problems the opportunity for active learning rather than passive listening. Computer Science START OF SEMESTER END OF SEMESTER Attitude towards flipped approach 42% STRONGLY POSITIVE 61% STRONGLY POSITIVE Preferred flipped over traditional lecture/lab 71% 95% Sarawagi (2014)© H.W. Marshall, 2015
- 49. • Helping with course organization, i.e. posting objectives of each session & reviewing afterwards. • Students missing class can find out what happened. • Reaching ALL students, especially those who need special assistance and accommodation. Major Benefits? © H.W. Marshall, 2015
- 50. F L I P Flexible Environments Learning Culture Intentional Content Professional Educator © H.W. Marshall, 2015
- 51. • Start small. • Work with an Instructional Designer. • Be prepared to have more interaction with the students. • Be brave and encouraged. It is for improving instruction. Tips for faculty considering flipping? Yildiz (2014) © H.W. Marshall, 2015
- 52. More about Flipped Learning? Katie Gimbar’s FIZZYouTubeVideos bit.ly/gimbar-flip Flipped Learning Network (FLN) flippedlearning.org Dan Spencer’s Resources Webpage bit.ly/spencer-flip © H.W. Marshall, 2015
- 53. © H. W. Marshall, 2015 So…FLIP IT!!!
- 54. © H.W. Marshall, 2015
Hinweis der Redaktion
- Online Learning Symposium Series - Beyond the Buzz: Transforming Instruction with the Flipped Approach - From Lecture Hall to Seminar Friday, November 20, 2015 12 – 1 p.m. Genrich-Rusling Room, LeChase Hall Presented by Dr. Helaine Marshall, Associate Professor of Education at Long Island University and Board of Directors for the Flipped Learning Network Lunch will be provided.
- First of all, there is NO ONE flipped classroom or flipped learning. There are many ways to to this and many versions of it. Nevertheless, it is possible to define flipped learning in a general way so that everyone can base their work on a common understanding. At the Flipped Learning Network we have come up with a formal definition we can look at here: READ IT: Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. SMC done already OMIT [Notice the term is flipped learning, not flipped classroom – the Network makes a distinction between the two. Let’s take a look at that now.]
- The flipped classroom simply means your direct teaching happens at home and the homework happens in school. This doesn’t change the learning dynamics and is just a switch–as the diagram shows. Instead flipped learning requires that you leverage the switch you have implemented in order to make both the in-class and out-of-class more engaging. We emphasize the collaborative activities and project-based learning that can take place and, we argue, should take place instead of simply doing the “homework in class.” Discussed on the handout.
- In 1997, in “Peer Instruction: A User’s Manual,” Eric Mazur wrote about moving information coverage out of the classroom by requiring students to read before class: “the key point is to get students to do part of the work ahead of the lecture” (p.22)…”I require students to read the text book and my lecture notes before coming to class” and my “lectures elaborate on the reading, address potential difficulties, deepen understanding, build confidence, and add additional examples” (p. 10). [Eric was using multimedia in the form of animations and videos to help physics students learn better as early as 1988. He developed a computer program called the Essence of Physics, which encouraged students to interact with multimedia outside and inside of class.] Now “peer instruction” really means even in large lecture halls that students will respond (as you just did to my question). I modeled the technique. Maureen Lage, Glenn Platt, and Michael Treglia (2000) article“Inverting the Classroom” A Gateway to Creating an Inclusive Learning Environment.” state: “Inverting the classroom means that events that traditionally taken place inside the classroom now take place outside the classroom and vice versa…the use of the World Wide Web and multimedia computers enables students to view lectures either in computer labs or at home, whereas homework assignments can be done in class, in groups” (p. 32). This is the basic switch – but now it has moved beyond this point. Bergmann and Sams began flipping their classes in a high school chemistry department in 2006. Bergmann and Sams began with what they now call “ the traditional flipped classroom.” Students view pre-recorded lectures online (and they give some training to students on how to do this well), often called screencasts or lecture captures. Teachers use software to capture their lectures and then make those videos available to their students. Students then watch the lectures before class. Students and teachers spend a few minutes going over questions about the online lecture in class, and then spend the remainder of the class period doing guided homework problems (i.e. homework in class and lectures at home). They don’t use this model anymore, they used a more advanced version the mastery learning approach – essentially differentiating what goes on in class so each student works at an appropriate pace and level. More recently, they have also distinguished between the flipped classroom and flipped learning – emphasizing the collaborative activities and project-based learning that can take place and, they argue, should take place instead of simply doing the “homework in class.” Discussed on the handout.
- So is this the flavor of the month? The proverbial bandwagon? I teach methods, so I always tell my students when something new comes along, ask yourself these three questions: What might appeal to teachers? What might appeal to learners? And How does it mesh with what we know from theory and research on education?
- So this approach has been on the radar in K-12 instruction, especially in math and science for at least 5 years now. This year, for the first time, it has been noted as a major trend in higher education. The primary source for trends in technology come out of the Horizon Report. This year’s report …. Read slide: VERY IMPORTANT TO NOTE: READ 3rd BULLET - Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching and learning, whether inside or outside of the classroom. These strategies are considered an innovation when they transcend conventional ideas and learning activities to create something that is new, meaningful, and 21st century. The way I describe flipped learning in one simple phrase is : Best practices made possible by leveraging technology to create more robust instruction.
- As they say –no one way to flip. There are many different types and ways to implement the concept, but in general, they all include this basic principle: Direct instruction takes place out of class Application and practice take place in class So if we think in terms of Bloom’s Taxonomy: levels of cognitive processing Lower order to higher order thinking It is an upside down implementation of Bloom. This is very important for teacher education because we want our trainees to be working with their students on all levels of Bloom We move the lower levels of Bloom to outside of the class – the understanding and the remembering With each student taking the time they need to master the concepts We then can focus exclusively in class on the upper levels of Bloom, The applying, analyzing, and the creating The flip concept combines the traditional classroom and technology in a beneficial way positive learning environment.
- So I wanted to give us some food for thought about what we could look at for our field: 1- comprehension – control input and get just-in-time feedback Note on videos: If you have heard of the flip –You think of videos – well yes, but it is not about the videos. People who flip like to say that the most important question to ask is, What is the best use of class time? For English learners it is equally about the videos and the in-class portion. Comprehensible input from multiple sources – both the out-of-class and the in-class inputs are comprehensible. Comprehension: they get to pause rewind and keep going until they get it; in class they get immediate feedback and assistance until they get it Flipping a class enables students to learn at their own pace and in their own time frame as they view the lessons on video, thereby increasing their comprehension. 2- interaction – develop proficiency by interacting Meaningful interaction with instructor and peers, which we know increases L2 proficiency Interaction: instead of teacher front – all time is with others interacting – no sitting there off task, down time It also increases the interaction among students and with the instructor as class time was freed for application of course concepts. You have already presented a lesson – they come in ready to apply it and work with others. 3- critical thinking – higher levels of Bloom – in-class – Cognitively demanding/intellectually challenging so upside down model of Bloom’s Taxonomy So this is a start as to why we might find FL effective for our students Thinking skills: managing the videos and resources and deciding when they get it; in class – getting help and helping others ; being asked higher order tasks and questions by teacher and peers Finally, it places responsibility on the students to manage learning, resulting in development of critical thinking. This last one is really important because instead of coming to class as passive – I am here – teach me.
- We are all in higher education so we are teaching a different population than the K-12 teachers. I like to begin by referencing Auerbach and Freire, whose work has focused on the needs of learners and meaningful social interaction. Keeping in mind this framework, we’ve created what I call the Perfect Blend of those ideas and Flipped Learning! First, from Auerbach and Freire we have some basic principles of pedagogy and curriculum that are probably very familiar to you: Lessons should be learner driven and embrace their funds of knowledge Lessons should meet immediate learner needs in ways that lead them to meaningful social action or personal goals Next, from Flipped Learning – we add the following possibilities to enhance learning and instruction: We leverage the power of technology; We enable mastery learning so that each student can reach their individual potential; We maximize the time in class devoted to interaction And We shift the role of instructor from leader up front to leading from behind.
- First for the teacher: TIME: A major benefit for teachers is to save time. Now that the lesson delivery is no longer taking class time, we have time to do more. We are all feeling crunched in getting through what we need to in our curriculum. ROLE: Next, our role changes from delivering information to 3 major activities: observation, feedback and assessment. We can see who is getting what more readily as we observe our students in class and give them immediate feedback. We can informally assess them and then stop class to clarify something that everyone is having difficulty with. RESULTS: Finally, better results: we see more learner engagement and more progress, so we feel we are accomplishing more. More in-class engagement; learners are more active – lessons do not begin with the instructor up front starting class.
- So how about the students? Well – the flip side of seeing students engaged is the student view: BEING engaged! NOT PASSIVE: Ownership of their learning At home: They control the lesson Individualized – learning at their own pace – faster or slower – using their preferred learning methods In-class: They jump right in when they enter class not passive but active learners in doing the tasks SUPPORT: Rather than struggle at home – they are getting help when they need it – from peers and instructor in real time A lot of Collaboration and peer feedback
- So what does the research say – the affective and the cognitive and the metacognitive Studies on flipped learning results show: Affectively Increase in motivation Increase in attendance Increase in participation Cognitively Increase in self-directed learning and self-assessment Increase in mastery of concepts Increase in critical and original thinking Metacognitively Students are thinking more about their learning, their strategies for learning, their mastery of the material – they are deciding when they need more and when the have it down. Instead of teacher saying: Do you get it? Students say, Do I get it? (metacognitive) All of which we look for in educational success and academic achievement
- Many models of the flip, as I mentioned earlier. This is the model I have developed. Especially designed for college level flipping. The two basic elements of all flipped classrooms are here: Instructional videos – outside of class and collaborative activities in class. In this model , I have added two other components: Student Research and Observation/Feedback/Assessment . These four Flipped components work like a cycle: First: instructional videos If you have heard of the flip –You think of videos – well yes, but it is not about the videos. People who flip like to say that the most important question to ask is, What is the best use of class time? Next: student research – these are short assignments – they involve choices that students make to briefly investigate something – from the video or textbook to share with the class – not long-term research project Then: in-class collaboration. This consists of activities they do together in class. Often there is class and then some group work. In this model, they collaborate with each other to do activities that would have been assigned at home. Finally: observe/feedback/assessment - These are the key roles of the instructor– and in some cases the learners also. Instead of being up delivering instruction, the teacher can observe the learners. And feedback is peer and instructor – immediate and timely. Then assessing in real time to plan the next instructional segments. FIRST, I recorded weekly lecture presentations in Adobe Connect with webcam, interactive slides, SmartBoard integration through screen sharing, and guide questions alongside. RESEARCH: NEXT, for each class session, students had to prepare an activity or respond to a challenge question based on the material introduced in the online lecture. One such activity consisted of poster presentations for the classroom walls, which are included in this presentation. They also read the assigned text. IN CLASS – In-class, we worked together through linguistics exercises and problem solving activities as whole class, groups, and individuals – with immediate feedback, from both peers and the instructor. FINAL PROJECT: The final project was to design their own recorded mini-lectures in Adobe Connect or, alternatively, to design a web-based poster in Glogster, or a digitized in-class wall poster, and to post a link to the group wiki, to teach each other concepts they had individually researched. Each student had selected a language to analyze using the tools of linguistics that had been applied in the course. OVERALL: The elements of this flipped course worked synergistically and developed over time so that by the end of the semester, the students were acting independently of me and making group decisions about how to work through the material.
- Many models of the flip, as I mentioned earlier. This is the model I have developed based on the work of Bergmann, Sams, and Musallam. Flipped elements work like a cycle: First: Exploration: First as a class you introduce the lesson with a situation presented through a document, a photo, a story, a scenario, artwork, or a problem. Identify the issues and how it relates to what students are learning about; what they already know about it and then together decide what still needs to be learned before they can move forward. Next : Instructional videos . If you have heard of the flip –You think of videos – well yes, but it is not about the videos. People who flip like to say that the most important question to ask is, What is the best use of class time? For English learners it is equally about the videos and the in-class portion. There are different types of videos for different purposes – will explain. The whole point is to move students from passive to active and the video gets you out of the way so they can learn. Next: In-class collaboration. This consists of activities they do together in class. Often there is class and then some group work. In this model, they collaborate with each other to do activities that would have been assigned at home. Three types of activities – will explain. Finally: observe/feedback/assessment - These are the key roles of the teacher – and in some cases the learners also. Instead of being up delivering instruction, the teacher can observe the learners. And feedback is peer and instructor – immediate and timely. Then assessing in real time to plan the next instructional segments. When they are ready, students return to the original exploration and together, or in pairs, or even individually – they find solutions based on what they have learned both out of class and in class.
- Here are some statements that show how teachers responded to our question in the EVO – Electronic Village Online – Flipped Learning Session. We will be presenting more of this session tomorrow here in the EV. Read through them. I think these statements get to the heart of what flipping means.
- VIDEOS: FIRST, I recorded weekly lecture presentations in Adobe Connect with webcam, interactive slides, SmartBoard integration through screen sharing, and guide questions alongside. RESEARCH: NEXT, for each class session, students had to prepare an activity or respond to a challenge question based on the material introduced in the online lecture. One such activity consisted of poster presentations for the classroom walls (you will see these shortly} They also read the assigned text. IN CLASS – In-class, we worked together through linguistics exercises and problem solving activities as whole class, groups, and individuals – with immediate feedback, from both peers and the instructor. FINAL PROJECT: The final project was to design their own recorded mini-lectures in Adobe Connect or, alternatively, to design a web-based poster in Glogster, or a digitized in-class wall poster, and to post a link to the group wiki, to teach each other concepts they had individually researched. Each student had selected a language to analyze - using the tools of linguistics that had been applied in the course. OVERALL: The elements of this flipped course worked synergistically and developed over time so that by the end of the semester, the students were acting independently of me and making group decisions about how to work through the material. CLIPS – Here is a clip from one of the lectures. Morphophonemics Set up: webcam/key questions to follow/ ppt How I began each lecture – welcome and cartoon Modeling by me – see me Time for them to think, not just telling Tell them to pause – remind them Give them hints – transcription – just like in class Announce next slide with answers – prepare them How I ended each lecture – challenge question and next considerations Show? 27 and 31 KRISTIN: Now I will hand it over to Kristin – to take you on her journey!
- HWM Instructor prepares the background information for the out-of-class presentation that will assist learners in responding to the code with ideas and solutions. Instructor provides supports, such as guide questions, key vocabulary, and webcam with gestures. Students watch the pre-recorded lesson video at on their own time, pausing, rewinding, and preparing responses to the guide questions
- One important aspect of the flipped classroom is the fact that the lectures are done outside of class. But they are not simply lectures in that students were listening passively and taking notes. As you see here, I used the webcam and below that put up a list of key questions that paralleled the material. The students were responsible for being able to answer those questions based on the lecture. The third element was the PowerPoint. Here is a taste of what I did during these interactive lecture presentations: VIDEO CLIPS As you could see from the clips of this lecture, its a very interactive process. The lectures are like a verbal workbook, in that I was giving guidance and instruction while the students were doing the work. I then posted three things onto our online platform: 1- the recording of the lecture – with all video/audio included 2- the PowerPoint slides as a pdf for review and study 3- key questions from lecture – to check they were prepared with responses Students reacted very positively to these lectures. One student even noted that she watched with her boyfriend and they did the exercises together. See the quote – slides have quotes from qualitative data. As the quote at the bottom of the slide says, the lectures can be paused and rewound. The students found this very important because the material was new to them and often they would want to go back and listen again to what I had said. It was important when studying their notes before the exams. They were able to go back and listen to the lecture if they were not completely sure of the content. Also, there was a sense of pressure to watch the videos. They would have to be prepared for class, because all of their classmates were. If they were “the weak link” in the group they felt it. They wanted to watch the video so they wouldn’t look unprepared in front of their classmates. The lectures helped to facilitate an environment of active learning, because of their interactivity, their accessibility and the peer pressure that was created during the class exercises. What if not watch them – big question everyone asks – well 1-Can’t be boring – just like class!! Must engage them. 2-They must be taught how to watch them –model it with them first time –use think alouds and show them literally what you expect them to do with the video – it’s not a passive “watching” activity. 3- If they don’t – not be judgmental – they watch in the lab and miss the class or try and follow – but they soon realize they really need to watch Past question was – OK make videos , now what – last year at TTI. So now, will focus rest of presentation on the other components of the cycle. Here is the link to the entire lecture on Morphophonemics from the Linguistics Lecture Hall, LIU Hudson, Spring 2012: http://liu.adobeconnect.com/p9hqv1foucg/ VIDEO in GENERAL The most important thing of this flipped classroom is the video. We were assigned to watch one or more videos each week before going to class. The fact that I can watch video at home is really a benefit to me. As an English learner, I have difficulty listening to what my teacher says in class sometimes. I was too scared and embarrassed to ask the teacher to repeat what I couldn’t catch up again. So watching the video at home made me feel more comfortable. I can watch as many times as I want. Some videos I watched for five times. I didn’t feel bad doing it because I’m the only one doing it. I don’t have to be scared if I’m going to interrupt the class’ flow. I can pause and take note and then play again. GUIDE QUESTIONS On the video the teacher makes some guide questions for the chapter in a little box on the left. These guide questions are really helpful for me. I usually read guide questions before start watching the lecture. I tried to answer those questions in mind to test if I understand them right or see if I already knew those things. Since one video contains a lot of content, guide questions are useful for me. From reading those questions made me know where to focus on the video. So that I can repeat watching that part again. MAIN SECTION The video is very interactive. I didn’t only watch lecture video at home, but I interacted with the video too. We have a textbook to read along with the video. I usually watched the video before reading the textbook because the textbook contains a lot of content. Watching video makes me know where to focus in textbook. Main ideas from the video can be found in the textbook which explains more about them. I could see the clearer picture of what I was studying in the video after I read textbook. The teacher would ask questions from time to time in the video to make us think if we really understand what she is talking about. Sometimes I had to pause to think first and then played it again. Some chapter we have to pronounce the sounds. The teacher encouraged us in the video to pronounce those sounds with her. It’s really fun to see the teacher expression and the shape of her mouth when she makes different sounds. It’s really working to do whatever she asked us to do in the video. When we were in class, we could produce those sounds correctly. WEBCAM By watching the video, some may think that it can be boring. There are a lot of lecture video like this on many internet sources these day. The thing that kept my attention is my teacher’s webcam on the video. Since I know my teacher, the video is more interesting to see her teaching me on the video at home. I can see her face expression all the time that I watch the video. If she emphasizes something on the lecture, she would get so exciting. And that makes me know that I should be more focus on that thing. Seeing only text may not make me feel this way. It could be very boring lecture. Moreover, watching the video at home can make family gather together. Parents may be able to see what my teacher looks like. I watched the video at home and was interacting with the video and my friend came over to see who I was talking with. He could see that it was my teacher on the video. He thinks it’s really interesting and ended up watching the video with me.
- Here are the components I use when I record my lectures: Webcam Guide Questions Main section Here you see an exercise….. Directions and then the answers are filled in and I discuss them. Show quick clip of this.
- Other than the assignments above we had to go to see the web-based works too. We watched Pinker video about how our brain works with language. The teacher also suggested us to go to see the pronunciation on each sound on the pronunciation website because it would take forever for the teacher to make a video for us to see each how each sound make. We also helped each other by posting links that we thought it would help on BB and told each other to go to see them.
- STOLTZFUS – from MAZUR Based on Mazur’s research, the sweet spot for peer discussion questions is to have 30-70% correct response on a question. If higher than 70% of the class answers a question correctly, quickly summarize and move to the next topic. If less than 30% answers correctly, go back and revisit the topic. If you are between 30-70% deliver the group round and have students discuss their responses and re-enter what they feel is the correct response.
- Assignment Other Than Watching Video: The first material along with the video is the textbook. I used the textbook as my secondary source. Most of the time the video is covered almost everything. I usually looked through the textbook to see what the chapter is about. Then I watched the video and got back to the textbook to read through everything again. I like the textbook because it goes along with the video with more content. It makes me understand clearer in depth. I usually marked the textbook with highlighter for the main ideas and definitions. Sometimes the definitions that the teacher gave us in the video is short, so we could find more definitions in the textbook. At the end of each chapter are activities. Most of them are research. We had choices for each week to do the research activity at the end of each chapter. When we came to class, we shared what we found to our classmates. We didn’t have to do this every week. Each week would have at least two or three activity shared.
- During class we would do activities based on the interactive lectures that we had watched during the week. For each activity we were to apply what we had learned from the lecture to an example that we choose and then demonstrate to the class how the information from the lecture applied to our particular example. In the case, we were analyzing a word. The goal was to better understand the morphology of that word that we choose. You can see here that the student is showing how her word “care” is used through out its various lexical categories – noun, verb, and definitions for all. It’s a real difference between being an active student and a passive one. You are creating visuals based upon what you learned, and you need to explain it to your classmates. In order to do that you need to understand it yourself. The active learning created by the flipped classroom format – the activities culled from the lecture content -- led directly to a better understanding of the material.
- HWM Class time is used to review and expand upon the original material presented in the exploration and continue on to other related content and skills. Students work together on activities designed to apply and practice content and language
- MANUAL SLIDE CHANGE On the side of each lecture recording their were listed key questions. The questions served as guidelines for the lecture. For example, on the lecture for Morphophonemics, there were key questions that Dr. M would answer, during the course of the lecture. Those questions were delved into the heart of the topic and kept you focused. Dr. Marshall’s question were, as an example, “How does the prefix for ‘no’ illustrate the intersection of phonology and morphology?” and ‘what is a sibilent and why is it important?’ These questions would help us to understand the course of the lecture and what topics were going to be addressed during the lecture. Then during class, those key questions were addressed. This created a bridge between the lectures and the in-class exercises. This also applied to our classroom. This is a chart that demonstrates the languages that we as students have experienced and we had to add information, based upon the lecture, about the language family and the type of morphology that each language had. Updating the charts were another important component. We were always adding to the charts. Dr. M would set aside a time during class so we could walk around and add to whatever we were working on. It made the time during class very dynamic.
- So here we come to the final part of the flipped learning cycle: As you see from the quote – there were observations from the Instructional Designer. Dr. Julia Miller – could not have done it without her support and wise counsel. Here is one of her comments: “a truly constructivist learning experience with students being active participants instead of passive recipients of learning.” To me, this is the essence of the Flipped Classroom. Instead of the students coming to class to learn from me – they have already done that – they come to class ready to participate, interact, process material, and learn together from each other as well as from me. In this example, we see Peer Instruction . Instead of you present – they present- Your role changes. You are asking questions and interacting with them but it is while they present, not while you present – so you focus even more on the guiding questions. A large part of the course was learning to think critically. This photo illustrates how two students were solving a problem on the spot about pronunciation. And you can see two other students listening to the discussion. Much of the course was about solving problems that English Language Learners have. Students work with a partner to solve an issue and then explain to the class. The critical thinking comes into play a lot during a flipped classroom. This is because they are doing the work during class, and applying what they learned during the lecture. Because they were working together, they were constantly challenging each other, through the class discussions, presentations and group activities. If one student didn’t understand, and that person was in your group, then it was your responsibility to assist. NOW – you may wonder ------- where am I in all this??????
- MANUAL SLIDE CHANGES The class was taught not only on the lectures but also from the smart board. There were a lot of great aspects to having the smart board as our main source of information. First off, we always had a schedule for class so we were aware of how the class was progressing. In the above example you can see the schedule and Dr. Marshall would identify who was doing what in each exercise. This helped you as a student to prepare for what you needed to do in class since you had an agenda. Dr. M also used checkmarks so we saw what had been completed. Finally, each Smart Board file was saved in Blackboard. Dr. M used to say “our course lives there” and she was correct. You were be able to go back into blackboard and refer to what we had done in class, in order to review what had been learned or to prepare for the next assignment. It felt often that the classroom and the course was more of a live entity that you could access, like a person, than a weekly event to attend.
- Much of the class time was spent hands-on doing group activities. Each time they were put in a different group of people. They got to know your classmates very well and figure out who would excel at certain tasks. For example, Matt was the student who was always correct on any grammar question, so it was good to be in his group! Here they are working on drawing tree diagrams of sentences – different ones for each group. Quote from a student: “You also needed to be forceful about your ideas and opinions. Its very easy to sit in class and listen to the professor and not really think about what he or she is saying. But when you are doing a group project in class you need to be prepared to assert yourself if someone suggests a path that you think or you know is incorrect. And, going back to the lectures, this is one of the reasons why you as a student always want to watch the lectures and understand them. You have to make your case and your case would be built on what the instructor had said in the lecture that week.” Finally, as you can see from the photo and from the quote, there was a lot of writing and drawing and adding to the projects. Much of the class time was spent hands-on doing group activities.
- Some people question the flip and say – but you are not teaching them – you are sitting there. But this is the best use of my teaching ability - I constantly guide their thinking – asking questions, making comments, giving feedback, as the students present, discuss, and ask questions themselves. There is no front in this classroom! See the quote from the designer – Julia Miller – again. Fostering active learning in the class is the key to effective flipped learning. With direct instruction taking place outside of class, time in class consists of: clarifying remaining confusion or misconceptions about material presented in the videos; observing students closely to ensure on-task attention and equal participation of all learners; assessing how well each student is doing with the content, based on contributions, questions, and involvement; and encouraging the building of higher level thinking skills. All the while, seeing what is needed for the next instructional videos, making plans for instruction, differentiation as needed. The photo on this slide shows me along with all the other students listening to a presentation by a student who simply used the whiteboard to teach us all, including me, about Swahili.
- Since the beginning of the class, the teacher told us to pick one language that we were interested to study about it. I chose Japanese. We had to give the information about the language we were studying to class each week along with what we were learning to give our classmate to know what kind of language it is. At the end of the semester, we had to do the language presentation of what we studied for the whole semester to class. I could show you my presentation at the end if we still have some time left. For their final project the students created a poster or made a video about a language they had selected to examine from a linguistic standpoint. The photos are pictures of the Glogs that some students prepared and then shared in class. Glogster is a web-based poster making program that lets you embed audio and video files. They then posted the Glogs up in our online platform for later reference. This shows the full learning cycle because now the students themselves become the teachers doing their long-term projects as lessons.
- Manual slide change This was one of the best projects that we did, As I mentioned earlier, we all had to pick a language to study and learn about, especially in terms of potential problems that English Language Learners who spoke this language would have. We had to create a poster or a video about our language. The first photo is of Serena, who had chosen to make a video about her langauage using some slides as backup. This next photo is of Marilyn, and the project you are seeing was one of the funniest! Marilyn choose not to use traditional back up such as slides, but instead used “Charlie” , a puppet. Marilyn’s language was Farsi and she would ask Charlie questions and he would answer. It was a very creative way to demonstrate her knowledge of the language.
- To show you how my stepping back resulted in the class taking ownership, this is our Wonder Wall, entirely maintained by the students. This was an interactive, student-constructed space with opportunities for peer teaching. The students could post questions, comments, or items they found related to what they were learning about in the videos and in the classroom. Then they would read each other’s material and leave comments or questions. The WW is a designated bulletin board or a large sheet of paper taped to the wall, where students post, and other students read them and reply or comment. They may bring in questions that have arisen from the flipped classroom videos, from class activities, from readings, or from their personal experiences. They peruse the questions other students have posed, take time to think about them, and post a response, additional comment, or another question. Interactions like this encourage students to actively engage the material without their teacher as the intermediary. They read their fellow students’ contributions, sharing and discussing what they have found on the Wonder Wall and getting ideas for additional material to place there. The teacher periodically checks the Wonder Wall to observe the students’ thinking and address any misconceptions or queries that require clarification. the Wonder Wall becomes part of the in-class collaboration generated by the direct instruction from the video lessons. Once the students sense that this is truly their space, it becomes an opportunity for peer teaching.
- 360 degrees of classroom
- Give my student the last word. This is Natta. She was in my linguistics class
- Now we come to assessment of the flipped classroom. I looked at two types of data: Feedback and Mastery Feedback: The students commented on the in-class sessions, and on the out-of-class video recordings, which constituted the major instructor input, in the following ways: In their ongoing class blog in our Blackboard shell Anonymous interview results evaluating each element of the implementation – conducted by the graduate assistant Midpoint anonymous questionnaire in an online format Anonymous final official university Student Course Evaluations During this presentation, I have given a number of quotes both on the slides and orally, from the data collected. Mastery: Content mastery was assessed both informally and formally. ASSESSMENT – INFORMAL : conducted on an ongoing basis, as I could see in class exactly which students were able to apply a given concept to a practice exercise or to a problem solving activity. Areas that challenged the entire group became immediately evident as the students requested clarification, but only after determining that no one in the group could provide it. I also observed their individual presentations where they were explaining to others what they had each learned - and noted the extent to which the course concepts were internalized. ASSESSMENT -- STUDENTS Feedback: The students, for their part, echoed these observations on the in-class sessions, and they also commented on the out-of-class video recordings, which constituted the major instructor input, in their ongoing class blog Anonymous interview results evaluating each element of the implementation Midpoint anonymous questionnaire Anonymous Final Student Evaluations Mastery: was assessed in a variety of ways Informal assessment was conducted on an ongoing basis, as I could see in class exactly which students were able to apply a given concept to a practice exercise or to a problem solving activity. Areas that challenged the entire group became immediately evident as the students requested clarification, but only after determining that no one in the group could provide it. I also noted in their individual presentations the extent to which the course concepts were internalized. ASSESSMENT -- EXAMS Formal assessment consisted of two examinations. Midterm: The first was an in-class midterm exam The grades ranged from 98 to 72, with 50% of the students receiving a score above 90. Traditional items: terms-def/ex/sig; morph analysis; one prob solv; essay. Final: The second was a take-home final exam that included linguistic problem-solving and an extended essay, in which each student had to revisit the course concepts through the lens of individual investigations of selected linguistic elements. Results from the final exam showed that “all boats rise.” The weaker students came up in their final. However, they had as much time as they liked to complete and the range was from 3 to 24 hours with every increment in between. (READ): All in all the assessment process showed me at least some measure of success with respect to the reasons I had flipped the class. Comment: Not perfect – first time through – positive/not so positive – but I learned a lot. I will tweak it now. ASSESSMENT – FORMAL: consisted of two examinations. Midterm: The first was an in-class midterm exam. Traditional assessment – to match previous courses to see how these students did in comparison with past students. The grades ranged from 98 to 72, with 50% of the students receiving a score above 90. Final: The second was a take-home final exam much more in the spirit of the flip. It was entirely devoted to linguistic problem-solving and an essay, in which each student had to revisit the course concepts through the lens of individual investigations of selected linguistic elements. Results from the final exam showed that “all boats rise.” The weaker students came up in their final. However, they had as much time as they liked to complete and the range was from 3 to 24 hours with every increment in between. All in all the assessment process showed me at least some measure of success with respect to the reasons I had flipped the class. Comment: Not perfect – first time through – positive/not so positive – but I learned a lot. I will tweak it for next time.
- ASSESSMENT: PEER EVALUATION: Julia Miller , the instructional designer, conducted two observations, one at the midpoint and another towards the end of the course and her feedback was invaluable in my development of the flip. Happily, on both occasions she noted the extent to which a learning community had formed in the class. Learners spontaneously reached out to each other, both for assistance and to provide assistance. She found the following characteristics to be present in the classroom: (READ SLIDE) a truly constructivist learning experience with students being active participants instead of passive recipients of learning; (2) a real learning community with students showing great regard for each other, helping each other, prompting each other, asking each other questions, and building upon the work of each student; (3) a multi-media experience with use of SmartBoard, Skype, audio, and use of a camera; and (4) a physical space that was utterly dynamic, with the teacher standing at the back while students lead the discussions.
- Here is one question from the midpoint questionnaire that gives students’ opinion about the flipped classroom model in general: As you see they all either strongly agree or agree that they prefer this class structure. On a similar question, they also all agreed that they would recommend this structure to others. Other questions : 100% said that the in-class exercises contributed greatly to their learning. 83% said that peer instruction contributed greatly. Not all positive. There were issues. Learning each time! 1- time management – a lot of courses you can slide week to week; come to class; study for exams; write a paper – this was continuous each week – some very busy students could not keep up with it 2- weak link issue - students not pulling their weight and frustrating the other students – who really watched the videos and studied them- some cannot learn independently and manage their learning – more demanding for both professor and students – but the rewards are great and I THINK worth it tenfold!!!!
- Data items shown here are comparisons to other courses. You can see that compared with other courses the students had taken, this course gave them by far a greater appreciation of the field in which the course resides (Question #17). This was one of my goals. Returning to the 3 reasons to flip: 1- For increased comprehension: we see a high rating of excellent or very good – 75%- for understanding written material in this field (# 18) and understanding the solving problems in this field (#20). 2- For the development of thinking skills, we see a high rating for general intellectual development (#22) and intellectual challenge presented (#24). 3- Not shown here but on the complete form, for increased interaction (Question # 9) 100% of the students rated excellent or very good on student participation was encouraged and the slides attested to the interaction that occurred regularly. WOW!!! Most notably, the Challenge/Engagement index or CEI was rated at 6.6 out of 7.
- Data items shown here are comparisons to other courses. You can see that compared with other courses the students had taken, this course gave them by far a greater appreciation of the field in which the course resides (Question #17). This was one of my goals. Returning to the 3 reasons to flip: 1- For increased comprehension: we see a high rating of excellent or very good – 75%- for understanding written material in this field (# 18) and understanding the solving problems in this field (#20). 2- For the development of thinking skills, we see a high rating for general intellectual development (#22) and intellectual challenge presented (#24). 3- Not shown here but on the complete form, for increased interaction (Question # 9) 100% of the students rated excellent or very good on student participation was encouraged and the slides attested to the interaction that occurred regularly. WOW!!! Most notably, the Challenge/Engagement index or CEI was rated at 6.6 out of 7.
- STUDENT COMMENTS: Here we see some student responses to the question of what they liked best about the flipped classroom approach. Read each one! “In-class exercises and peer interaction. I think we learn more by talking to each other.” “I like hands-on, working with other brains in the room, using people’s strengths, learning about each other and how we think.” “Activities in class (individual, small group, and large group) because we’re working with content instead of just talking, so we’re engaged and it reinforces material.” “Class activities as well as assignments - examples, activities, and assignments – actually doing instead of listening.” SUMMARY: In summary, flipping this class enabled students to learn at their own pace and in their own time frame as they viewed the lessons on video, thereby increasing their comprehension. It also increased the interaction among students and with the instructor as class time was freed for application of course concepts. Finally, it placed responsibility on the student to manage learning, resulting in development of critical thinking.
- Sarawagi SLIDE The first time I only flipped half the course up to mid semester. The students experienced both: the flipped approach and my lecture w. group-work approach. A survey at the start and end of the semester showed that student attitude towards the flipped classroom grew more positive by the end of the semester after they had experienced both approaches.
- YILDIZ SLIDE
- YILDIZ SLIDE
- In summary, flipping this class enabled students to learn at their own pace and in their own time frame as they viewed the lessons on video, thereby increasing their comprehension. It also increased the interaction among students and with the instructor as class time was freed for application of course concepts. Finally, it placed responsibility on the student to manage learning, resulting in development of critical thinking. PEER EVALUATION: Julia Miller, the Instructional Designer, conducted two observations, one at the midpoint and another towards the end of the course and her feedback was invaluable in my development of the flip. on both occasions she noted the extent to which a learning community had formed in the class. Learners spontaneously reached out to each other, both for assistance and to provide assistance. She found the following characteristics to be present in the classroom: a truly constructivist learning experience with students being active participants instead of passive recipients of learning; a real learning community with students showing great regard for each other, helping each other, prompting each other, asking each other questions, and building upon the work of each student; a multi-media experience with use of SmartBoard, Skype, audio, and use of a camera; and a physical space that was utterly dynamic, with the teacher standing at the back while students lead the discussions. SUMMARY: In summary, flipping this class enabled students to learn at their own pace and in their own time frame as they viewed the lessons on video, thereby increasing their comprehension. It also increased the interaction among students and with the instructor as class time was freed for application of course concepts. Finally, it placed responsibility on the student to manage learning, resulting in development of critical thinking. CLICK So, flip it!!!!! ,
- Your turn!!!!!