The three quarters flip with twist
A workshop on Flipping the Classroom
HEA Arts and Humanities conference
2014
Thank you for coming
Errietta Bissa
School of Classics
University of Wales Trinity Saint David
e.bissa@tsd.ac.uk
What’s the point?
• Discuss and exchange ideas on “flipping”
– Whether you like to experiment, or not.
• Explore different possibilities and solutions on
flipping
• Case Study: An experiment in flipping to
introduce other pedagogies: student
participation and student-led assessment.
What is flipping?
• 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.
In Class
Flipped Learning Network Definition, 13/03/14
At
home
Or maybe somewhere in between?
STARTING OFF....
INTO CHAOS!
“The concept of the "flipped classroom" has become the
education world's darling within the past few years.”
USA Today, 05/12/13
“[the] use of deliberate practice teaching strategies can improve
both learning and engagement in a large introductory physics course
as compared with what was obtained with the lecture method.”
DesLauriers L, Schelew E, and Wieman C (2011). Improved learning in a large-enrollment
physics class. Science 332: 864
“The flipped classroom is an easy model to get wrong. Although the
idea is straightforward, an effective flip requires careful preparation.
Recording lectures requires effort and time on the part of
faculty…Students, for their part, have been known to complain about
the loss of face-to-face lectures, particularly if they feel the assigned
video lectures are available to anyone online.”
EDUCAUSE 7 Things You Should Know About Flipped Classrooms, February 2012
“Although it is difficult to appeal to the learning styles of
every student in the classroom, the inverted classroom
implements a strategy of teaching that engages a wide
spectrum of learners… Evidence suggests that students
generally preferred the inverted classroom to a traditional
lecture and would prefer to take future economics classes
using the same format.”
Lage M J, Platt G J and Treglia M (2000) Inverting the Classroom: A Gateway to Creating an
Inclusive Learning Environment. JEE 31:41
“Still others railed that the model is nothing
transformative at all and that it still emphasizes sageon-the-stage direct instruction rather than studentcentered learning. ”
Hertz M B (2012) The Flipped Classroom: Pro and Con. Edutopia blog post
Or maybe somewhere in between?
MODELS AND APPROACHES
Techy or not?
• “We restrict this definition to exclude designs
that do not employ videos as an outside of the
classroom activity. While a broad conception of
the flipped classroom may be useful, definitions
that become too broad suggest that assigning
reading outside of class and having discussions in
class constitutes the flipped classroom. We reject
these definitions.”
•
Bishop J L and Verleger M A (2013) The Flipped Classroom: A Survey of the Research. 120th
ASEE Annual Conference and Exposition
Is it only for the sciences?
• “We moved lectures out of the classroom. We tape them in
advance and post them on a website. Students watch lectures
before coming to class. Frequent low-stakes quizzes motivate
students to keep pace and watch the videos.
• Classroom contact hours are for coached activities, discussions,
and student presentations.
• Students are incentivized, but not required, to work in groups on all
types of homework. Students write examinations on their own, but
most students prepare for exams in teams.
• We draw exam questions from a published pool, handed out as a
study guide. Students prepare for exams by writing answers to the
study guide questions. Because students have had plenty of openbook preparation time and opportunity for peer-review, we can
require more carefully considered, better written answers.”
Kaner C and Fiedler R L (2005) Inside Out: A computer Science Course Gets a
Makeover. Association for Educational Communication and Technology
International Conference
Half-flip?
• “Motivated by other recent work, we developed,
implemented, and began assessment of an
Inverted Classroom model for Engineering Statics
at UPRM. The model consists of (1) a set of preLecture Modules and Exercises, delivered online;
(2) a Lecture that responds to the students'
experience in the pre-Lecture activities, and (3) a
Problem-Solving Session after each Lecture.
Assessment results from a student survey and an
administration of the Concept Assessment Tool
for Statics (CATS) were generally positive. ”
•
Papadopoulos C, Santiago-Roman A and Portela G (2010) Work in progress — Developing and
implementing an Inverted Classroom for Engineering Statics. Frontiers in Education Conference (FIE), 2010
IEEE
Is it worth it?
Dangers?
Possibilities?
The three quarters flip with twist
Or an experiment in using flipping
to facilitate student participation
and student-led assessment
The module and the problem
Module information
• Armies and Navies: Studies
in Ancient Warfare
• 3rd year Ancient History –
compulsory for part of the
cohort, optional for the rest
• Class size: 50-90
• Generally a popular module
due to subject and student
profile
The Problem
• Lack of engagement with
parts of the module
• Little critical engagement
with the issues outside of
assessment
• Little reading for and after
lectures
• Lack of participation in set
seminars
• Falling attendance
Teaching 2008-2011 (4 years): 25 Lectures + 1
practical session, 4 seminars with set reading, Set
essay + exam
• 2012
The Experiment
– 25 lectures + 1 practical
session
– 2 seminars with specific
reading + 2 student-led
seminars
– Set essay + student-led
presentation
Some participation and
engagement in seminars
Little critical engagement in
lectures
Attendance issues
Lack of confidence in
student-led presentation
2013
8 lectures + 17 flipped sessions + 1 practical session
4 student-led seminars
Student-led essay and presentation
What’s what
• Flipped sessions: Some with short videos, some with
“Moodle book” presentation – depends on the type of
information. In class: group discussion, class debate,
working with material in groups.
• Student-led seminars: General topic set by instructor;
members of the group present on specific topic of their
own choice; feedback on presentation style given
immediately (preparation for assessed presentation at
end of semester).
• Student-led assessment: Instructor sets type of
assessment (eg oral presentation). Each student
chooses their own specific topic in consultation with
lecturer (consultation via Moodle forum and 1-1
meetings).
Module results
80
72.92
70
60
50
55.36
44.83
45.98
41.07
40
30
20.83
20
9.2
10
3.57
6.25
0
I and IIa
2013 (Flipped)
IIb and III
2012 (Not Flipped)
F
2011 (Completely Traditional)
Student preparation and participation (%)
120
100
100
80
60
82.5
80
52.5
40
20
0
You made appropriate
contributions to the
module’s sessions.
Flipped (2013)
You were sufficiently
prepared for the module’s
sessions.
Not flipped (2012)
“The ‘flipped
classroom’ method
employed in this
class has provoked
more discussion
than I have
generally seen in
other classes.”
Comment from
peer observation
report (from a
lecture session, not
a flipped one).
Overall Student Satisfaction (%)
100
99
This module has
always shown very
high levels of student
satisfaction.
99
98
97
96
95.5
95
94
93
Overall student satisfaction
Flipped (2013)
Not Flipped (2012)
Yet, there was an
appreciable
difference in the
flipped year: 11 of 14
questions regarding
academic matters in
the questionnaire
received 100%
satisfaction.
Student reaction to flipping and
student-led sessions and assessment
The opportunity to present
in the seminars gave me
more confidence
I enjoyed the opportunity
to choose my own titles for
assessment
NO
23%
NO
26%
YES
74%
YES
77%
Student reaction to flipping and
student-led sessions and assessment
I think I did better in the
assessment because I could
choose my own title
The workshops helped me
engage more actively with
the material covered in the
module
NO
9%
NO
31%
YES
69%
YES
91%
Attendance – a little bit more
102
100
98
Flipped
(2013)
96
Not
Flipped
(2012)
94
92
90
0
0.5
1
1.5
• Attendance is
marginally better
overall.
• Data from first 13
samples of the
semester.
• Attendance generally
fluctuates – 2013 has
been a good year in the
first semester, but bad
in the second.
An added bonus: Relationship with other
modules
98
97
96
94
92
90
87.5
88
86
84
82
The module related well to other
modules on the Programme of
Study.
Flipped (2013)
Not Flipped (2012)
• “Students carried the mode
of discussion from the semiflipped model with them
into a module with a
traditional set-up. Students
were clearly putting more
effort and were more
successful in preparing for
seminars and they were
also more active in seminar
and lecture discussions
generally.” Module-leader’s
comment in module
running at the same time
and for part of the same
cohort.
“...lectures have virtues in
their own right, apart
from the flexibility to
incorporate elements
similar to a flipped class”
Small A (2014) In defence of the lecture.
The Chronicle of HE