USING
THE FLIPPED CLASSROOM
MODEL
IN A COLLEGE READING
COURSE
“Revolutionizing Learning to Enhance Student Success.”
TOPICS COVERED IN
THIS PRESENTATION
Description of
• the study
• the flipped classroom
• positive flipped outcomes
• instructional activities designed to achieve
flipped outcomes
• the course itself
• the results of the study
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
PURPOSE OF THE STUDY
Determine 1. the degree to which flipped classroom
outcomes occurred in a college reading
course (student survey).
2. the instructional activities that
influenced those outcomes (student
survey).
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
DEFINITION OF THE
FLIPPED CLASSROOM
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
STUDENTS GAIN FUNDAMENTAL
KNOWLEDGE PRIOR TO COMING TO CLASS
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
SO THEY CAN THEN APPLY THAT
KNOWLEDGE IN CLASS
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
CONTRAST WITH TRADITIONAL MODEL
Traditional
Pre Class
Students prepare
for lecture
Flipped
Pre Class
Students are held
accountable to
learn new course
material
In Class
Instructor
lectures on
mostly pre
class material
In Class
Class debriefs
pre-class work
Instructor
provides realtime feedback
on inclass
assignments
Post/Pre
Class
Studentsapply lecture thru
HW
prepare for next
class
Post/Pre
Class
Studentsfinish inclass
assignments
prepare for next
class
Students receive
feedback on HW a
day or week later
(not in real time)
HOW DID THE FLIPPED
CLASSROOM GET STARTED?
Desire to Overcome the
Coverage vs. Depth Challenge
Advent of Digital Technology
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
An Effectively Flipped Classroom
is most appropriate when there is
a performance-mastery
versus
a content-delivery
emphasis
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
FLIPPED OUTCOMES
FROM THE STUDENT’S PERSPECTIVE
Meaningful
Better Learning
Hands-on
Retention
Learning
Skills Expanded
in-Class
Several Ways to
Learn the Material
Instructor more
aware of Student
Abilities
Material that is
more easily
reviewable.
Meaningful Peer-
to-Peer
Interaction
Easier to Catch
Up on Missed
Material
Students better
prepared for Class
Meaningful
Instructor
Interaction
Students able to
Go at Own Pace
A SYNTHESIS FROM THE FOLLOWING SOURCES:
Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman & Sams,
2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et
al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
FLIPPED OUTCOMES
FROM THE INSTRUCTOR’S PERSPECTIVE
Diminished
Lecture Prep Time
Greater Student-
Friendly
Instruction
(preclass)
Able to develop
better Applicationtype activities In
Class
Reach Struggling
and Advanced
Students at Same Time
A SYNTHESIS FROM THE FOLLOWING SOURCES:
Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman & Sams,
2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et
al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
MISCONCEPTIONS
Flipping means:
Content coverage
will be sacrificed
A fad that will go
away
Students working
without structure
Simply an online
course
Students staring at
a computer in class
Teachers replaced
by videos
A SYNTHESIS FROM THE FOLLOWING SOURCES:
Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman & Sams,
2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et
al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
CHALLENGES
Students adjust to
new learning
schedule
Upfront cost for
Instructors
Instructors letting go of
their inclass role as
primary information
conveyer
Making time to
grade student
performance
Creating a culture
of class
preparedness
A SYNTHESIS FROM THE FOLLOWING SOURCES:
Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman & Sams,
2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et
al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
OUR COURSE
Advanced Reading
Strategies for College
Success
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
Elective course for
graduation credit
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
2 credit class taught twice
a week for 50min
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
Four sections taught by
four different instructors.
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
20-25 students per section
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
Mostly Juniors and
Seniors take the course
with an average of 26 on
the reading section of
the ACT
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
PURPOSES OF THE
COURSE
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
STUDENTS WILL -
Describe reading principles and
strategies.
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
STUDENTS WILL -
Explain
1.
2.
3.
4.
what the strategy is,
why it is important,
how to do it, and
when or under what
conditions to apply it.
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
STUDENTS WILL -
Explain what reading is,
especially academic reading.
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
STUDENTS WILL -
Select, adapt, and practice the
reading strategies that make the
greatest contribution to their
understanding, learning and
reasoning from their college texts.
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
STUDENTS WILL -
Demonstrate improvement from
their baseline comprehension
rates and reading speed .
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
READING
COMPREHENSION
Students master 26 reading comprehension strategies that
are divided into three categories
6 strategies
10 strategies
10 strategies
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
READING
COMPREHENSION
Students master 26 reading comprehension strategies that
are divided into three categories
SURVIVAL Reading Strategies Covered in
the 1st Half of the Semester
6 strategies
10 strategies
10 strategies
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
READING
COMPREHENSION
Students master 26 reading comprehension strategies that
are divided into three categories
SCHOLARLY Reading Strategies
Covered in the 2nd Half of the Semester
6 strategies
10 strategies
10 strategies
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
Layered Reading Framework
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
Before Strategies
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
During Strategies
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
After Strategies
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
INCREASING READING
SPEED
They also master 7 speeding –up reading drills that
help them increase their
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
SPEEDING-UP
ACTIVITIES
Students use a device called “ReadMate” to pace
themselves as they use different speeding-up
strategies.
They track their progress on a “Speeding-up Chart”
They demonstrate their ability to perform each
speeding-up drill in a “Speeding-up Lab”
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
HOW THE CLASS IS SET UP
Pre-Class Activities
Strategy Explanation
Strategy Demonstration
Strategy 1st Practice +
Meta-cognitive Reflection
In-Class Activities
Debrief Pre-Class
Coached Practice +
Meta-cognitive Reflection
Debrief In-Class
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
HOW THE CLASS IS SET UP
Pre-Class Activities
Strategy Explanation
Strategy Demonstration
Strategy 1st Practice +
Meta-cognitive Reflection
In-Class Activities
Debrief Pre-Class
Coached Practice +
Meta-cognitive Reflection
Debrief In-Class
All done on readings for other
classes
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
EXAMPLE
Pre-Class Activities
Strategy Explanation
Strategy Demonstration
Strategy 1st Practice +
Meta-cognitive Reflection
In-Class Activities
Debrief Pre-Class
Coached Practice +
Meta-cognitive Reflection
Strategy 1st Practice
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
EXAMPLE
Pre-Class Activities
Strategy Explanation
Strategy Demonstration
Strategy 1st Practice
In-Class Activities
Debrief Pre-Class
Coached Practice
Strategy 1st Practice
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
Read the principles
behind the use of the
strategy.
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
EXAMPLE
Pre-Class Activities
Strategy Explanation
Strategy Demonstration
Strategy 1st Practice +
Meta-cognitive Reflection
In-Class Activities
Debrief Pre-Class
Coached Practice +
Meta-cognitive Reflection
Debrief In-Class
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
Demo Begins
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
K-W-L & THE MORE YOU KNOW
Demo
Welcome to
Now let’s go to the ThinkSheet
K-W-L & The More You
for this Strategy.
Know DEMO.
DEMO
Before going on, be sure to read
pp. 59–63 in the course
handbook.
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
Notice
the
DEMO
BEFORE
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
DEMO
DURING
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
DEMO
&
AFTER
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
components
DEMO
of this
strategy
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
DEMO
Now, I will introduce you to the
text I will be using this strategy
with.
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
DEMO
Chapter 17 of the Physical
Science Text, entitled:
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
DEMO
Before starting with K-W-L, I
previewed the chapter using
Skeleton.
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
I then did a THIEVVES with
DEMO
Snatches
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
And now for the K – W
DEMO
(What I Know & What I Want
to know)
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
Here is all that I know about the Periodic Table:
Jane Doe
Feb 14
008
Chapter 17 “Periodic Table”
I studied the periodic table in 9th
grade (Mr. Shaw’s class) but
Uranium (92nd element) was the
last element then.
Why didn’t I learn about all 111
elements?
DEMO
The atomic # is the # of
protons and the # of neutrons
combined (I think?)
Ion has to do with the number
of electrons out of balance with
protons.
The nucleus has protons and
neutrons in it.
These are made up of quarks.
(But I ‘m fuzzy
on what they are.)
BRIGHAM YOUNG
UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
Once I begin reading I will evaluate my prior knowledge by
marking either correct with a (check) and incorrect with a
(zero) in the before column, like so:
Jane Doe
Feb 14
008
Chapter 17 “Periodic Table”
I studied the periodic table in 9th
grade (Mr. Shaw’s class) but
Uranium (92nd element) was the
last element then.
Why didn’t I learn about all 111
elements?

The atomic # is the # of
protons and the # of neutrons
combined (I think?)
Ion has to do with the number
of electrons out of balance with
protons.
The nucleus has protons and
neutrons in it.
These are made up of quarks.
(But I ‘m fuzzy
on what they are.)
BRIGHAM YOUNG
UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
Now
Here
for isthe
what
DURING
I WANT/NEED
portion of to
theknow.
strategy
Jane Doe
Feb 14
1.
008
Chapter 17 “Periodic Table”
How was the periodic
table originally
developed?
DEMO
And by whom?
2.
How is the periodic
table organized?
3.
Define and distinguish
ions and ionization
energy.
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
Here is what I WANT/NEED to know beyond
Now for the DURING portion of the strategy
what the text provides.
Jane Doe
Feb 14
1.
008
Chapter 17 “Periodic Table”
How was the periodic
table originally developed?
DEMO
And by whom?
2.
How is the periodic
table organized?
3.
Define and distinguish
ions and ionization
energy.
The basics of Chemistry as related to
this chapter
Here is what I WANT/NEED to know beyond
Now for the DURING portion of the strategy
what the text provides.
Jane Doe
Feb 14
1.
008
How was the periodic
table originally developed?
DEMO
And by whom?
2.
How is the periodic
table organized?
3.
Define and distinguish
ions and ionization
energy.
Wikipedia
Chapter 17 “Periodic Table”
Here is what I WANT/NEED to know beyond
Now for the DURING portion of the strategy
what the text provides.
Jane Doe
Feb 14
008
DEMO
Clarified & brought to my
remembrance the basics of the
atomic substances,
formation of compounds,
valence electrons, reactions
1. , How was the periodic
ionic bonds and covalent table originally developed?
bonds, formulas and some
of the suffixes of chemistry And by whom?
2.
How is the periodic
table organized?
3.
Define and distinguish
ions and ionization
energy.
Wikipedia
Chapter 17 “Periodic Table”
Here is what I WANT/NEED to know beyond
Now for the DURING portion of the strategy
what the text provides.
Jane Doe
I studied the periodic table in 9th
grade (Mr. Shaw’s class) but
Uranium (92nd element) was the
last element then.
Feb 14
DEMO
Ion has to do with the number
of electrons out of balance with
protons.
Chapter 17 “Periodic Table”
Certainly muddied the
waters about the periodic
table again, but makes me
realize what a masterful table it
1. How was the periodic
is and that it was inspired by
table originally developed?
the natural world’s order.
And by whom?
Why didn’t I learn about all 111
elements?
The atomic # is the # of
protons and the # of neutrons
combined (I think?)
008
2.
How is the periodic
table organized?
3.
Define and distinguish
ions and ionization
energy.
The nucleus has protons and
neutrons in it.
These are made up of quarks.
(But I ‘m fuzzy on what they are.)
Wikipedia
Khan Academy
Here is what I learned!
Jane Doe
I studied the periodic table in 9th
grade (Mr. Shaw’s class) but
Uranium (92nd element) was the
last element then.
Feb 14
1.
DEMO
Ion has to do with the number
of electrons out of balance with
protons.
Chapter 17 “Periodic Table”
How was the periodic
table originally developed?
And by whom?
Why didn’t I learn about all 111
elements?
The atomic # is the # of
protons and the # of neutrons
combined (I think?)
008
2.
How is the periodic
table organized?
3.
Define and distinguish
ions and ionization
energy.
The nucleus has protons and
neutrons in it.
These are made up of quarks.
(But I ‘m fuzzy on what they are.)
Wikipedia
Khan Academy
Here is what I learned!
Jane Doe
I studied the periodic table in 9th
grade (Mr. Shaw’s class) but
Uranium (92nd element) was the
last element then.
Feb 14
1.
DEMO
Ion has to do with the number
of electrons out of balance with
protons.
How was the periodic
table originally developed?
And by whom?
Why didn’t I learn about all 111
elements?
The atomic # is the # of
protons and the # of neutrons
combined (I think?)
008
2.
How is the periodic
table organized?
3.
Define and distinguish
ions and ionization
energy.
Chapter 17 “Periodic Table”
Mendeleev, of Russia, used
cards to sort until he
discovered the patterns. In
1861 – the first Periodic
Table with 50 elements. Today
111 elements. Evolving
Every mark on the table,
where the element is placed,
& its color means something
that shows relationships
among the elements.
The nucleus has protons and
neutrons in it.
These are made up of quarks.
(But I ‘m fuzzy on what they are.)
Wikipedia
Khan Academy
FINAL PRODUCT
Jane Doe
I studied the periodic table in 9th
grade (Mr. Shaw’s class) but
Uranium (92nd element) was the
last element then.
Feb 14
1.
DEMO
Ion has to do with the number
of electrons out of balance with
protons.
How was the periodic
table originally developed?
And by whom?
Why didn’t I learn about all 111
elements?
The atomic # is the # of
protons and the # of neutrons
combined (I think?)
008
2.
How is the periodic
table organized?
3.
Define and distinguish
ions and ionization
energy.
Chapter 17 “Periodic Table”
Mendeleev, of Russia, used
cards to sort until he
discovered the patterns. In
1861 – the first Periodic
Table with 50 elements. Today
111 elements. Evolving
Every mark on the table,
where the element is placed,
& its color means something
that shows relationships
among the elements.
The nucleus has protons and
neutrons in it.
These are made up of quarks.
(But I ‘m fuzzy on what they are.)
Wikipedia
Khan Academy
FINAL PRODUCT
Jane Doe
I studied the periodic table in 9th
grade (Mr. Shaw’s class) but
Uranium (92nd element) was the
last element then.
Feb 14
1.
DEMO
The atomic # is the # of
protons and the # of neutrons
combined (I think?)
Ion has to do with the number
of electrons out of balance with
protons.
Mendeleev, of Russia, used
cards to sort until he
discovered the patterns. In
1861 – the first Periodic
Table with 50 elements. Today
111 elements. Evolving
Now, it’s
your turn to
practice!
How was the periodic
table originally developed?
And by whom?
Why didn’t I learn about all 111
elements?
Chapter 17 “Periodic Table”
008
2.
How is the periodic
table organized?
3.
Define and distinguish
ions and ionization
energy.
Every mark on the table,
where the element is placed,
& its color means something
that shows relationships
among the elements.
The nucleus has protons and
neutrons in it.
These are made up of quarks.
(But I ‘m fuzzy on what they are.)
Wikipedia
Khan Academy
End of Demo
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
EXAMPLE
Pre-Class Activities
Strategy Explanation
Strategy Demonstration
Strategy 1st Practice +
Meta-cognitive Reflection
In-Class Activities
Debrief Pre-Class
Coached Practice +
Meta-cognitive Reflection
Debrief In-Class
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
EXAMPLE (GUIDED PRACTICE)
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
EXAMPLE (GUIDED PRACTICE)
EXAMPLE (GUIDED PRACTICE)
Meta-cognitively Reflect Online:
(1) What meaning did you construct?
(2) How did the strategy help or not help
you construct that meaning?
Now they are prepared
to participate in class
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
IN CLASS ACTIVITIES
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
EXAMPLE
Pre-Class Activities
Strategy Explanation
Strategy Demonstration
Strategy 1st Practice +
Meta-cognitive Reflection
In-Class Activities
Debrief Pre-Class
Coached Practice +
Meta-cognitive Reflection
Debrief In-Class
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
EXAMPLE (INCLASS DEBRIEFING)
Debrief Pre-Class
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
EXAMPLE
Pre-Class Activities
Strategy Explanation
Strategy Demonstration
Strategy 1st Practice +
Meta-cognitive Reflection
In-Class Activities
Debrief Pre-Class
Coached Practice +
Meta-cognitive Reflection
Debrief In-Class
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
INCLASS COACHED PRACTICE
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
INCLASS COACHED PRACTICE
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
EXAMPLE
Pre-Class Activities
Strategy Explanation
Strategy Demonstration
Strategy 1st Practice +
Meta-cognitive Reflection
In-Class Activities
Debrief Pre-Class
Coached Practice +
Meta-cognitive Reflection
Debrief In-Class
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
EXAMPLE (FINAL DEBRIEFING)
Final class discussion – Selected students
share - meaning they constructed.
- how they used the strategy to construct
meaning.
- how it relates to other learned strategies.
- how they plan to use this strategy in the
future.
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
INTEGRATION DAYS
Strategies
Sept
Oct
#1 – Skeleton (b)
#2 – SQ4R (bda)
#3 – Cover and Recite (d)
#4 – THIEVVES with snatches (b)
#5 – Launch & Met Purpose (da)
Strategies
#6 - Quick Code
#9 –(d)
Telegram (d)
#7 – Post View#10
(a)– Make an Abstract (aa)
Strategies
#8 – Download
Patterns
(d) Questions (bd)
#11
– Professor
#17 – Mindful Reading (d)
#12 – My Questions (bd)
#18–Know
Mindful
#13– KWL & the More you
(b) Coding (d)
1st Integration
Day
#19 – Target, Track, & Defend ( (d)
#14– That Reminds Me (d)
#15 – Be the Teacher (a)#20 – Create a Concept Map (a)
#21– MICER
(d)
#16 – Author on My Shoulder
(d)
#22 – Relate the Parts (a)
#23 – Day
Visual & Technical Reading (d)
2nd Integration
#24 – Probe Author’s Mind (a)
#25 – Probe My Mind (a)
#26 – New Questions / New Thoughts (a)
Nov - Dec
3rd Integration Day
FINAL EXAM
Students 1. are given an article
2. construct meaning using
strategies learned during the
semester and
3. describe their reasons for using
these strategies metacognitively.
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
THE STUDY
Participants – 68 students across four classes.
Research Questions:
1. Which instructional method did students prefer:
traditional or flipped?
2. To what degree did students feel
•
•
that flipped outcomes had occurred?
instructional activities helped them learn?
3. What instructional activities predicted flipped
outcomes?
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
RESULTS
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
1. WHICH INSTRUCTIONAL METHOD DID STUDENTS
PREFER: TRADITIONAL OR FLIPPED? (N = 68)
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
2A. TO WHAT DEGREE DID STUDENTS FEEL THAT
FLIPPED OUTCOMES HAD OCCURRED? (N = 68)
Meaningful
Better Learning
Hands-on
Retention
Learning
Skills Expanded
in-Class
Several Ways to
Learn the Material
Instructor more
aware of Student
Abilities
Material that is
more easily
reviewable.
Meaningful Peer-
to-Peer
Interaction
Easier to Catch
Up on Missed
Material
Students better
prepared for Class
Meaningful
Instructor
Interaction
Students able to
Go at Own Pace
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
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AVERAGE SCORES FOR
FLIPPED RESULTS
Meaningful Hands-on Learning
Developed Life-long Skills
Easy to Review Material
Well-prepared for Class
Achieved the Objective of the Course
Skills Expanded in-Class
Several Ways to Learn the Material
Focused on My Learning
Meaningful Peer-to-Peer Interaction
Instructor Knew Student Abilities
Meaningful Instructor Interaction
Easy to Catch Up on Missed Material
Go at Own Pace
2B. TO WHAT DEGREE DID STUDENTS FEEL THAT
INSTRUCTIONAL ACTIVITIES HELPED THEM LEARN?
(N = 68)
Class Discussion
Online Power
Points
Course Handbook
Online Schedule
Speeding up Labs
Group Work
Reading Logs
Integration Days
Speed up Charts
ThinkSheets –
Guided Practice
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
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AVERAGE SCORES FOR
INSTRUCTIONAL ACTIVITIES
Integration Days
Class Discussion
Course Handbook
Online Schedule
Thinksheets
Group Work
Online Power Points
Speed up Charts
Online Videos
Reading Logs
Speeding up Labs
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
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3. WHAT SUCCESSFUL INSTRUCTIONAL ACTIVITIES
PREDICTED SUCCESSFUL FLIPPED OUTCOMES?
(N = 68)
Integration Days
Class Discussion
Course Handbook
Online Schedule
Thinksheets
Group Work
Online Power Points
Speed up Charts
Online Videos
Reading Logs
Speeding up Labs
Meaningful Hands-on Learning
Developed Life-long Skills
Easy to Review Material
Well-prepared for Class
Achieved the Objective of the Course
Skills Expanded in-Class
Several Ways to Learn the Material
Focused on My Learning
Meaningful Peer-to-Peer Interaction
Instructor Knew Student Abilities
Meaningful in Class Instructor Interaction
Easy to Catch Up on Missed Material
Go at Own Pace
GUESS THAT ASSOCIATION
HANDOUT
Flipped Classroom Outcomes
Meaningful Hands on Learning
Skills Expanded in Class
Meaningful peer-to-peer in class instruction
Meaningful in Class instructor interaction
Several Ways to learn material
influenced by which
Class Activities
Integration days
Class discussion
Course Handbook
Online Schedule
Thinksheets
Group Work
Online Power Points
Speed up Charts
Online Videos
Reading Logs
Speeding-up Labs
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
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GUESS THAT ASSOCIATION!
1 - Meaningful Handson Learning
Adjusted R2 = 0.36
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
GUESS THAT ASSOCIATION!
6 - Skills Expanded
In-Class
Adjusted R2 = 0.51
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
GUESS THAT ASSOCIATION!
9 - Meaningful peerto-peer in class
Interaction
Adjusted R2 = 0.61
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
GUESS THAT ASSOCIATION!
11 - Meaningful in
Class Instructor
Interaction
Adjusted R2 = 0.56
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
GUESS THAT ASSOCIATION!
7 – Several Ways to
Learn the Material
Adjusted R2 = 0.39
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
TEACHING & LEARNING
KEY TAKE AWAY FROM THE STUDY
Under the conditions created by this College Reading Course
1. Students who put more effort into being meta-cognitively aware tended
to have better peer and instructor interaction with the material..
2. Meaningful hands on learning was influenced by a combination of
effective inclass (class discussion) and out of class (videos and thinksheets)
activities.
3. Class discussions appear to be the place where students became aware
of whether multiple flipped classroom outcomes were occurring..
4. Guided practice through thrnksheets appeared to have some influence
on multiple flipped outcomes as well.
5. Integration days were viewed as the most helpful learning activity in the
class.
6. Reading logs were not viewed as helpful as other learning activities, but
were very helpful for those who took advantage of them to become more
meta-cognitvely aware.
TEN GENERAL OBSERVATIONS
AFTER FLIPPING
A COLLEGE READING CLASS
A flipped college reading course may be effective
1.
2.
if
the focus of the course is on student performance..
preclass material combines a clear theoretical explanation, demonstration, practice,
and meta-cognitive reflection.
3. pre-class skills are expanded upon inclass.
4. instructional activities are designed to optimize flipped classroom outcomes.
5. an instructor is willing to invest in the upfront costs to develop the course.
6. integration days are used to help students meta-cognitvely put it all together.
7. an instructor is willing to develop the skill of meaningful inclass coaching.
8. time is allocated to meaningfully evaluate student performance along the way.
9. a final exam is developed and captures the essence of what is to be learned in the
course.
10. students keep the final exam always in mind as they complete assignments in and
out of class.
11. there is a desire to maintain better curriculum continuity across multiple
instructors teaching the same course.
FINAL DISCUSSION
For more information or a copy of the
PowerPoint contact
Ken Plummer at
ken_plummer@byu.edu
BRIGHAM YOUNG UNIVERSITY STUDENT DEVELOPMENT & CENTER FOR
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