The Flipped Classroom: Part I
Kathy Koenig
University of Cincinnati
SOS-AAPT
Spring Meeting 2013
Increased use of flipped classroom
driven by…
• Poor learning outcomes (HS and college)
• Prevalence of online video and increased access
to technology
Typical Flipped Classroom Model
• Students watch lectures at home at their own
pace and in their own time; then communicate
with teacher and/or peers via online discussions
(educational technology = key)
• Concept engagement takes place in the
classroom with the help of the instructor & peers
(activity learning = key)
Traditional vs Flipped
Traditional Classroom
Instructor delivers content in class
Students take notes.
Students receive some guided
instruction in class.
Students go home and complete some
problems independently for
homework.
Flipped Classroom
Traditional vs Flipped
Traditional Classroom
Flipped Classroom
Instructor delivers content in class
Instructor delivers content to students
at home (many forms this can take).
Students take notes.
Students come to class ready to apply,
discuss, and make connections with
the content.
Students receive some guided
instruction in class.
Students receive support, help, and
clarification, from the instructor AND
peers as needed.
Students go home and complete some
problems independently for
homework.
Be Aware! The flipped classroom
doesn’t solve everything!
• It is a great first step in reframing the role of the teacher in
the classroom.
• It fosters "guide on the side" rather than “sage on the stage."
• It helps move a classroom culture towards student
construction of knowledge rather than the teacher having to
tell the knowledge to students.
Home instruction can take many forms…
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Video of your lecture (or voiceover Powerpoint)
Video of someone else’s lecture
Read a specific section of the text; Active figures
Youtube video (Derek Muller - Veritasium)
Simulation (Phet)
Content-rich websites
Online chats or discussion boards
Interactive Video Vignettes (Live Photo Physics)
Must be accompanied by a motivation to do it
"Learning is a two-step process. First, you must have some
transfer of information; second, you must make sense of
that information by connecting it to your own experiences
and organizing the information in your brain.”
– Eric Mazur
Some things to consider if you are thinking about or already
using the flipped classroom model….
1. Set a specific target for the flip
• Determine what problem you are trying to solve.
• Rather than flip the entire class, identify specific
units where students might benefit from this
model.
• Throughout the remainder of the tips, choosing
appropriate pedagogy is key.
2. Consider time and place
• Keep videos or home activities short
▫ Several 5-7 minute video clips better than a long one
▫ Chunk activities so students can complete in
sections
• Keep the learning within the videos manageable
for students.
• Consider access to necessary technology, etc.
• Consider “due” date (particularly if an online quiz)
3. Create a need to know (motivation)
• A video lecture is still just a lecture!
• Must engage the students; particularly those who
are already struggling.
• Be innovative! Create transparent and/or
embedded reason to know the content.
Examples:
• Quizzes (online or at start of class)
• Accompanying worksheet or record of work
• Information is later needed for class activity
4. Be up front with expectations
• The flipped classroom is new to most students.
• Be positive and enthusiastic! Discuss with your
students why we're doing it this way and not the
traditional way, what the benefits are, what
they're getting out of this that they wouldn't be
getting if we did the traditional lecture style.
• Be clear on how in-class and out-of-class
activities fit together and what needs to be done
when (ex. “road map”).
5. Be flexible
• Assess students' understanding of pre-class
assignments to make the best use of class time.
• Be willing and prepared to adjust instruction “on
the fly” based on this feedback.
• Step aside and allow students to learn from each
other. Let the students do the talking in class.
Benefits of Flipped Classroom
Students
Teachers
Learn at different speeds /ways (DI)
More time supporting students
More opportunities for review
More focus on facilitating learning
More prepared for class
Less time on classroom management
Supports students who miss class
Less time tutoring students
Less struggling with homework
Improved connection with students
More ownership of learning
More engaged with students
Supports team building
Increased learning gains
Flipping the lab?
Flipping the lab?
Pattern across 12 lab sessions during semester
Students read pre-lab notes;
Work through examples (practice)
Take Pre-Lab Quiz through Blackboard
(motivation and practice)
Lab Class
(activities designed to apply concepts addressed in pre-lab notes)
Submit lab records and/or lab reports
Lab Topics – First 6 weeks of lab
Type*
Targeted Ability (pre-lab notes)
Lab Topic (apply)
Experimental design
(IV, DV, hypothesis writing)
Pendulum
DL
Measurement, uncertainty, use of
error bars, error analysis
Pendulum
DL
Precision, accuracy, minimizing
errors, mathematical modeling
Propagation of error, applying
mathematical models, probability
Pendulum
DL
Projectile Motion
AL
Developing mathematical models;
limitations and assumptions
Newton’s Laws
DL
Evaluating scientific evidence,
applying model
Newton’s Laws
AL
*DL = design lab; AL = application lab
Set the stage
Lab report
Lab report
Lab Topics – Last 6 weeks of lab
Targeted Ability (pre-lab notes) Lab Topic (apply)
Type *
Assumptions; testing a model
Momentum and
Energy Conservation
DL
Evaluating scientific evidence;
mathematical modeling
SHM Part I
DL
Applying a model
SHM Part II
AL
Evaluating scientific evidence;
modeling
Rotation
DL
Putting it all together
Windmill Blade
Design
DL
Putting it all together
Windmill Blade
Design
DL
*DL = design lab; AL = application lab
Lab report
Lab report
Projectile Motion – Application Lab
• Students are provided with a challenge that requires them to apply
knowledge learned in lecture.
• Learn how to propagate uncertainties; apply this to size of target
(as learned in pre-lab notes).
Newton’s Laws Part I – Design Lab
How is the acceleration of a system related to the force applied?
cart on air track
rotary motion sensor
Newton’s Laws Part II – Challenge Lab
Using the same experimental set-up as last week but this time using the RED
cart, determine the force (i.e. hanging mass) necessary to cause the RED cart
to travel on the air track at an acceleration of _______________ (value
provided to you by your TA).
cart of new mass and surface area
Assess Scientific Reasoning Ability
iSTAR – Inquiry for Scientific Thinking and Reasoning
www.iSTARassessment.org
Modified and expanded version of Lawson’s Classroom Test of Scientific Reasoning
27 questions assessing ability domains associated with:
Quantitative Linear (proportional reasoning)
Control of Variables
Basic Probability
Integrated Hypothesis
Correlational Reasoning
Statistical Probabilistic
Causation Correlation
Conditional Logical
Compare iSTAR Performance
UC Physics Labs (n=57)
- Rewritten to better target reasoning abilities
XU Physics Labs (n=79)
- Minor changes to give students more ownership
WSU Scientific Literacy for 21st Century (n=85)
- Course designed to target scientific reasoning
UMBC Calc-based Physics Course (n=186)
- Matter & Interactions curriculum
iSTAR Total
1
0.9
0.8
Score
0.7
0.6
0.5
Pre-test
0.4
Post-test
0.3
0.2
0.1
0
UC
XU
WSU
UMBC
Performance by Course/University
Proportional Reasoning
1
+12%
0.9
+5%
+8%
+14%
0.8
Score
0.7
0.6
0.5
Pre-test
0.4
Post-test
0.3
0.2
0.1
0
UC
XU
WSU
UMBC
Performance by Course/University
Control of Variables
1
+15%
0.9
+11%
0.8
+23%
0.7
Score
+7%
0.6
0.5
Pre-test
0.4
Post-test
0.3
0.2
0.1
0
UC
XU
WSU
UMBC
Performance by Course/University
Causation Correlation
1
0.9
0.8
Score
0.7
0.6
0.5
Pre-test
0.4
0.3
Post-test
0.2
0.1
0
UC
XU
WSU
UMBC
Performance by Course/University
Although the flipped classroom is attracting a lot
of attention lately, simply flipping the classroom
alone does not increase student success.
The instructor must seize the opportunity to guide
and interact with the students in ways that make
sense to his/her own situation. There is no single
way to use the flipped classroom model.
Questions?
kathy.koenig@uc.edu