Flipping the Classroom: Introducing
Active Learning into the Large
Group Setting
Bill Jeffries, University of Vermont
Katie Huggett, Creighton University
John Szarek, The Commonwealth
Medical College
Session Activity
Introductions/objectives/outline
Pre-work: View Flipped Classroom video
Minutes
5
10
Readiness Assurance:
Five question quiz
Flipping the Classroom Step 1: Select content and pre-work
Large Group: Curator vs. Purveyor
Small Group Activity A:
Identify needs for transforming a traditional lecture to active
learning
10
Flipping the Classroom Step 2: Develop strategies for Active Learning
during Class
Large Group: Active Learning strategies
10
Small Group Activity B:
Brainstorming on individual cases (supplied by participants from
Small Group Activity A)
15
Final Discussion and Evaluations
Total Time
15
90
15
10
Objectives
• Define active learning and explore barriers to
active learning in health sciences teaching
• Describe methods for introducing active
learning into large group settings
• Engage in demonstrations of the “flipped”
classroom and develop strategies for
introducing it into their own teaching
• Discuss the limitations and debunk
myths and misunderstandings about
the “flipped” classroom
Pre Classroom Activity
• http://www.youtube.com/watch?v=aiMQWBi
oJY8
Readiness Assurance Test
•
•
•
•
5 Questions
Answers Derived from Assigned Work
Ensures Prepared Learners
Individual, in groups or both
Principles of Flipping
• Knowledge transfer outside of class
– Learner’s own pace
– Learner’s own style
• Homework assignment in
class
• Peer teaching
• Contextual learning
• Assessment reinforces
learning
Learning Resources
John L. Szarek, PhD, CHSE
The Commonwealth Medical College
jszarek@tcmedc.org
What are some learning resources?
Purveyor of Content?
“Anyone can now learn anything from anyone
at anytime”
(Bonk 2009, The World is Open, p 7)
“Of course, there are constraints related to
the relevance and accuracy of the
information found online….”
(Bonk 2009, The World is Open, p 35)
Dutourdumonde Photography / Shutterstock.com
Faculty podcast
Curated podcast
Is the curated slide non-inferior?
• Yes
• No
Where to Find Content
•
•
•
•
•
•
•
www.hstalks.com
www.pharmacologycorner.com
www.cvpharmacology.com
http://videocast.nih.gov/
www.coursera.org
www.pharmprofessor.com
http://www.aspet.org/Cardiovascular_Pharmacology/Le
ctures_on_Demand/
• https://www.khanacademy.org/science/healthcare-andmedicine
• https://www.youtube.com/user/armandohasudungan
• IUPHAR-ASPET Pharmacology Education Project
Small Group Activity A
• Identify needs for transforming a traditional
lecture to active learning
• Form a Small Group with your Neighbors
Examples of Active Learning Exercises
(HANDOUT)
• Simple Methods
– Worksheet
– Case Report
– Dry Lab
• Modifications of Classic
Classroom Assessment
Techniques
– Background Knowledge Probe
– The One-Minute Paper
– Student-generated Test
Questions
• Team-Based Learning
Large Group Collaboration Methods
• Buzz Groups
• Think-Pair-Share
• Classroom Survey Techniques
Classroom Survey Techniques
• Assess learning on the fly
• Provides arousal boost
• Technology or nontechnology implementation
• Used for:
– Feedback
– Assessment (credit or noncredit)
– Assessment w/ discussion
– Contests, opinions, etc.
Small Group Activity B
• Brainstorm on individual cases supplied by
participants from Small Group Activity A
Discussion
Take-Home Resources
• Adapting Classroom Assessment and Other
Techniques to a Flipped Classroom:
http://www.uvm.edu/medicine/mededucation
/documents/FlippedClassroom.pdf
• IAMSE WAS on Flipping the Classroom (Katie
and Bill):
http://iamse.org/development/2014/was_201
4_winter.htm
• Creating a podcast using Camtasia (John):