Flipping the Classroom
Dr. Mark Morton
Jane Holbrook
Centre for Teaching Excellence
http://bit.ly/flip-loop
Our plan for this morning:
• Engage you in a flipped class experience
• Identify what makes a class a “flipped” class
• Discuss the advantages and challenges of teaching a
flipped class
• Design a flipped class experience and identify
technologies, in class learning activities and
assessments that could be used
• Identify which concepts might be taught more
effectively in a flipped class in one of your courses
Mark’s video
http://youtu.be/k6M3VqxFVOI
What is a “Flipped Classroom”?
http://youtu.be/26pxh_qMppE
Why might we want to do this?
Discuss the advantages and
challenges of teaching a flipped
class with three other people.
Model Flipped Class
Stages and Considerations
• Set the stage for learning by
introducing the out of class task
• Communicate clear expectations
such as why you want them to do
it, how long it will take and
importance of preparation for inclass activity
• Consider appropriate time
commitment and degree of
challenge for the students
Introduce
Task
Out of Class
Task
• Consider choice of media carefully
• Create your own materials or pull
in outside resources
• Create guiding questions or
prompts for students as they
engage in the task
• Include a way for students to
submit questions about difficult
concepts to facilitate JITT
• Check for evidence of preparation
for in-class activity
• Self assessment quizzes online
can include questions that provide
information about students’
conceptual understanding and
provide formative feedback
• Low stakes assessment at the
beginning of class can motivate
preparation
Assess
Learning
Motivation
In-Class
Activity
• Activities are linked to course
objectives and assessments
• Peer-to-peer and student-instructor
dialogue is encouraged
• Include opportunities for
collaboration, peer learning in a
low risk environment
• Scalable application activities
(discussion, problem solving,
exploration)
Screencasting Tools
• Refer to the list Mark compiled on this
CTE Teaching Tip Sheet.
Design a flipped class
Use the handout that Mark and Jane will
distribute during the workshop as a template.
Final words
• Start small – flip a couple classes to start
• Make the learning meaningful
Other Resources
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“The Flipped Class Revealed”. http://www.thedailyriff.com/articles/the-flipped-class-what-does-a-good-one-look-like692.php
“7 Things You Need to Know about Flipping the Classroom.” A white paper from Information Technology Services at Penn
State University. http://tlt.its.psu.edu/files/2011/09/2011-Flipping-the-Classroom.pdf
“How Flipping the Classroom Can Improve the Traditional Lecture.” Dan Berret. Chronicle of Higher Education.
http://chronicle.com/article/How-Flipping-the-Classroom/130857/ (this link only works if you are on a uWaterloo network).
“Exploding the Lecture.” Steve Kolowich. Inside Higher Ed. http://www.insidehighered.com/news/2011/11/15/professortries-improving-lectures-removing-them-class
Many amazing resources on flipped classroom strategies from the “Turn to Your Neighbour - Peer Instruction Blog.”
http://blog.peerinstruction.net/?s=flipped , especially see the “7 Myths” http://blog.peerinstruction.net/7-myths-about-theflipped-classroom-debunked/
“Let's Use Video to Reinvent Education.” Salman Khan (the founder of the Khan Academy). A 20-minute video of a Ted Talk.
http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
“Five Best Practices for the Flipped Classroom.” Andrew Miller. Edutopia. http://www.edutopia.org/blog/flipped-classroombest-practices-andrew-miller
“Flipping for Beginners.” Dave Saltman. Harvard Education Letter. http://www.hepg.org/hel/article/517#home
“Confessions of a Converted Lecturer.” Eric Mazur. A 5-minute YouTube video. http://youtu.be/hbBz9J-xVxE
“Flipped Training Introduction” by Katie Gimbar. A three-minute YouTube video : http://youtu.be/_6Z_77fSjGo
“How do you do make your videos?” by Katie Gimbar. http://youtu.be/Icn8kMoH28Y
Derek Bruff's blog on "Flipping Out". http://derekbruff.org/?p=2108
“Flipping a Class” University of Texas - http://ctl.utexas.edu/ctl/node/320
Active Learning
• Students involved in more than listening
• Less emphasis placed on transmitting information , more on developing
students’ skills
• Students are involved in higher-order thinking (analysis, synthesis,
evaluation)
• Students are engaged in activities (e.g reading, discussion, writing,
presenting)
• Greater emphasis placed on students’ exploration of their own attitudes
and values
Bomwell and Eisen (1991) Active Learning : Creating excitement in the classroom p2.
One must learn by doing the thing, for though you think you know it-- you have no
certainty until you try.
(Sophocles, 5th c. B.C.)
Considerations/potential challenges
when decided to Flip
• Strategies need to be devised to ensure students actual ingest content outside
class
- online pre-class assessment to assess concept understanding
- in class low stakes quiz to ensure preparation
- in class activity that requires preparation
• Don’t re-lecture: if students come to class unprepared move forward anyway
• May need to decrease content
• Challenge of large class (not all active learning strategies feasible)
• Students resist change from lecture approach (lecture easy for them)
• It is hard not to lecture! Time/effort required to rethink and prepare both
pre-class and in-class activities
• Thoughtful consideration of technology (tool, content, format)
• What else?
Evidence that active learning works
Classics:
Hake, (1998) Interactive-engagement versus traditional methods: a six-thousand-student
survey of mechanics test data for introductory physics courses. Am J Phys. 66, 64–74.
Prince, (2004) Does Active Learning Work? A Review of the Research. J of Eng Edu, 93, 223-231.
Recent Science:
Deslauriers et al., (2011) Improved learning in a large-enrollment Physics Class. Science 332,
862-864
Tsaushu et al., (2012) Peer learning and support of technology in an undergraduate biology
course to enhance deep learning. CBE – Life Sciences Education 11, 402-412
Haak et al., (2011) Increased structure and active learning reduce the achievement gap in
introductory biology. Science 332, 1213-1216
Crouch and Mazur (2001) Peer instruction: ten years of experience and results. Am. J. Physics 69,
970-976
*Andrews et al., (2011) Active learning not associated with student learning in a random
sample of college biology courses. CBE – Life Sciences Education 10, 394-405