Boston University Center for Excellence and Innovation in Teaching
Flip It:
Get your students engaged
Thomas Little, ENG
Janelle Heineke, SMG and CEIT
October 7, 2013
Agenda
• The what and why of flipping
• Instructional design in groups
• Report out and discussion
• What you may think about doing differently
• Tie-up and discuss
Boston University Center for Excellence and Innovation in Teaching
Why Flip?
The active learning approach:
• Forces students to think about
themselves as learners.
• Is more about knowledge and skills (intrinsic) and
less about tests/grades (extrinsic).
• Encourages students to be producers of knowledge
rather than just information consumers/containers.
• Prepares student for 21st century challenges.
Boston University Center for Excellence and Innovation in Teaching
Why does it work?
• Empowers students.
• Forces students to think about themselves as
learners.
• Creates independence and ownership of learning.
• Fosters collaborative learning.
• Encourages creativity.
• Creates a rich learning environment inside and
outside the classroom.
• Fosters new skills – problem solving, critical thinking,
etc.
Boston University Center for Excellence and Innovation in Teaching
Some Current Trends
Movement toward:
• Competency based versus
knowledge-based education.
• “Guide on the Side” versus
“Sage on the Stage.”
• Critical thinking versus specific
content knowledge.
Boston University Center for Excellence and Innovation in Teaching
Bloom’s Keywords
Boston University Center for Excellence and Innovation in Teaching
Instructional design: where flipping fits in
Backward Design
• What do you want students to learn/be able to do
(what and why):
• At the end of the course?
• At the end of each session?
•
•
•
•
Identify content to cover (what)
Select materials (what)
Select pedagogy (how)
Select technology (how)
Boston University Center for Excellence and Innovation in Teaching
Flipping Concept
Traditional
• Teacher instructs
• Students take notes
• Students follow guided
instruction
• Teacher gives assessment
• Students have homework
Flipped
• Teacher instructs lesson at
home (video/podcast/book/web)
• Students work in class
• Deeper understanding of
concepts, application
• Students receive direct
support
http://www.edtechtips.org/2012/09/18/flip-classroom-instruction-1/
Key Tip…
Don’t lecture.
Preparation
How to change a tire –
change a flat car tire step by step
http://www.youtube.com/watch?v=joBmbh0AGSQ
Assignment
• Create a lesson (no lecture) for “changing a tire.”
Goal: students should be able to change a tire without
assistance.
• Deliverables:
1. Pre-class preparation – what should they learn
on their own? What format?
2. Assessment tool – what method to ensure
compliance with the prep?
3. In-class facilitation: how will you use 60 minutes
of class time?
4. What exercises can the students do in teams to
reinforce the learning outcome?
5. How do you evaluate success at achieving the
learning outcome? Through what method?
Boston University Center for Excellence and Innovation in Teaching
Report out
1.
2.
3.
4.
5.
Pre-class preparation – what should they
learn on their own? What format?
Assessment tool – what method to ensure
compliance with the prep?
In-class facilitation: how will you use 60
minutes of class time?
What exercises can the students do in
teams to reinforce the learning outcome?
How do you evaluate success at achieving
the learning outcome? Through what
method?
Boston University Center for Excellence and Innovation in Teaching
Assignment 2
• Identify a topic/lesson from
your current course to flip
• Choose one in your group to
flesh out
• Identify barriers/challenges –
and what you might do to
overcome them.
Boston University Center for Excellence and Innovation in Teaching
Things to consider
• Keep the preparation work short and simple and to the
point (not bulk replacements of the lecture)
• Provide incentives for preparation (watching the video,
etc.). Small percentage of grade.
• Determine how “high-tech” you want to go; flipping
does not require you to become a cinematographer!
• Consider supportive technologies (such as clickers).
• Use time in class for design problems in teams with
shared results to identify best solutions.
Boston University Center for Excellence and Innovation in Teaching
Resources
Arthur L. Robin, Behavioral Instruction in the College Classroom, Review of Educational Research , Vol. 46, No. 3
(Summer, 1976), pp. 313-354.
Flipping at BU: http://www.bu.edu/phpbin/news-cms/news/?dept=666&id=59184
Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J ...
edited by Paul R. Pintrich, Donald R. Brown, Wilbert James McKeachie, Claire E. Weinstein
Boston University Center for Excellence and Innovation in Teaching