Flipping the Classroom- The
concept of Inverting Instruction
Cliff Zyskowski & Julie Hall
Napa Valley College
Flex Day 2012
http://youtu.be/Gxd_uBUxyMA
Flipping the Classroom
Agenda
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Ice breaker
Sage on the Stage vs. Guide on the Side revisited
Active learning defined
Bloom’s Taxonomy
Constructivist vs. Cognitivist Learning
Experiential & Transformative Learning
Obstacles and ways to overcome them
Think- pair- share, Clicker fun & VoiceThread
Assessment
“final survey says”……..
icebreaker
• Snowball
• Class motto for the semester
“quotation”
• Theme for the day’s lesson plan
Sage on the Stage!
Sage vs. Guide
• Latest in brain research
•Talking=learning
•Average student’s attention span 10 minutes
• Transformation
•Passive to active learners through student-centered
vs. instructor-centered focused content & activities
• Research shows: discussion over lecture
•Leads to higher-level critical thinking & learning
(McKeachie, 1986; Paul & Elder, 2006).
•Re-invent yourself! Be a facilitator of
learning vs. the ultimate expert or Sage!
New Term for “Guide by Your Side”“Meddler in the Middle”
• Role of the student-centered instructor must shift
to be more like a “Meddler-in-the middle [who]
positions the teacher and student as mutually
involved in assembling and dis-assembling cultural
products” (McWilliam, 2008, p. 1).
• The Meddler-in-the middle instructor takes more
risk and is free to make errors as he or she learns
along with the students!
Inverted or Flipped Classroom
Active Learning Defined
• Involvement = activities
• More student skill development; less information
transmission
• Exploration of attitudes and values
• Increase in student motivation
• Immediate instructor feedback and enhanced teaching
presence
• Higher order thinking: analysis, synthesis, evaluation
http://www.youtube.com/watch?v=UsDI6hDx5uI
Constructivist vs. Cognitivist Approach
to Instruction
“Constructivist instructors encourage students to constantly
assess how the activity is helping them gain understanding.
Through the process of questioning, students learn the
strategies that help them become expert learners. The
process of active learning gives students the everbroadening skill of lifelong learning” (All and Brandon,
2010, p. 1).
Vs.
Kolb’s Experiential Learning &
Mezirow’s Transformative Learning
• Kolb (1984)- learning as the process whereby
knowledge is created through the transformation
of learning in a specific learning environment.
• Kolb’s philosophy aligns with Mezirow’s (1991)
transformative learning theory as students are
transformed by their learning and ready to apply
skills directly in the workplace.
Kolb- Learning from Experience
Requires Four Abilities:
1. An ability to experience real-world experiences
2. The ability to view the experience from multiple
perspectives
3. The ability to reflect upon what they learned in openminded, non-egocentric way
4. The ability to integrate the new experience into practice
through decision making and by finding solutions to
immediate problems in the workplace” (as cited in Evans, et
al., p. 164).
Obstacles
• Too much course content
•Devising active learning strategies takes too long
•Doesn’t work for large class sizes
• “But I’m such a good lecturer”!
• Student resistance to non-lecture approaches
• LOSS OF CONTROL?
How to Overcome Obstacles
• Create learning modules—tweak and edit each semester
• Provide in-class incentives for activities completed prior to
class
• Remember! Individual learning prior to class can be
enhanced through in-class, collaborative learning
• Creating multiple ways to learn accommodates multiple
learning styles
• Creating fun, interactive activities creates a sense of
increased instructor presence (Hall, 2011; Garrison,
Anderson, & Archer, 2010).
Think, Pair, Share
•Top 3 techniques that have worked
•Top 3 obstacles to success
Clicker Debate
• Used to stimulate discussion
• Get everyone’s opinion,
participation
• Discuss rational for answers
Voice Thread
• Students review material before class meets
• Great for Orientations for online courses
• Class meetings take on higher level learning
in Bloom’s Taxonomy
• Students can discuss presentation on the
thread
• Students can review material multiple times
http://voicethread.com/share/2602265/
http://voicethread.com/#q.b409.i848804
The true purpose of
assessment is to:
a.
b.
c.
d.
e.
Provide accountability to governing bodies
Develop a transparent process for public scrutiny
Provide a rating system for comparing institutional quality
Improve student learning
Can be Formative vs. Summative
Despite to what extent an instructor uses formative and
summative assessments when assessing student learning, it
is important that the feedback be “Immediate, specific, and
continuous, and appropriate” (Capella University,
Assessment Techniques, n.d.).
Formative vs. Summative Assessments
Formative- Assess prior
to and during class
• Traditional M/C, T/F,
Essays
• Pre-tests
• Scavenger Hunts
• Think-Pair-Share
• Guided Reflections- Aha!
Moments
• One-Minute Papers
• Clickers
Summative- Assess at end
of class or specific
instruction
• Traditional M/C, T/F,
Essays
• Post-tests
• Letters to Successors
• Guided Reflection/Debrief
• Portfolios
• End-of-Course Surveys
Surveys- In-Class or Online
• In-Class Survey (Handout by Cliff)
• Online Survey with Zoomerang (Julie)
http://www.zoomerang.com/Survey/WEB228XTVU6KHF
The End! Enjoy Flipping the Classroom
Cowgirls & Cowboys!
•)
References
All, A. C, and Brandon, A. F. (2010, March/April). Constructivism Theory
Analysis and Application to Curricula. Nursing Education Perspectives.
31(2).
Capella University. (n.d). Types of Assessment Techniques. Retrieved from
http://media.capella.edu/CourseMedia/ED8600/media_resources/reso
urces/TypesAssessment.pdf
Evans, J. J., Forney, D. S, Guido, F. M., Patton, L. D., & Renn, K. A. (2010).
Student development in college: Theory, research, and practice. (2nd
ed.). San Francisco: CA. Jossey-Bass.
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the
community of inquiry framework: A retrospective. Internet and Higher
Education, 13, 5-9. doi:10.1016/j.iheduc.2009.10.003
References (Continued)
Hall, J. (2011). Is my instructor there for me? A Study of reflective practice
and students’ perceptions of online teaching presence. (Unpublished
doctoral dissertation). Capella University/Minneapolis, MN..
Kolb, D. A. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice
Hall.
McKeachie (1986). Teaching and Learning in the Classroom: A Review of
the Research Literature. University of Michigan.
McWilliam, E. (2008). Unlearning how to teach. Innovations in Education
& Teaching International. 45(3). 263-269.
Paul, R., & Elder, L. (2006). Critical thinking: Learning the tools the best
thinkers use. Upper Saddle River, NJ: Pearson-Prentice Hall.