IT’S NOT A QUESTION OF SHOULD YOU FLIP:
IT’S HOW CAN FLIPPING BE EFFECTIVE IN
LARGE-ENROLLMENT CLASSROOMS?
Presented by: Jeanine McDermott, PhD, RN, PHN
Contributions from: Lynn Maltais, MSN, RN
Teaching & Learning Conference
Bemidji State University
January 9, 2014
TODAY’S OBJECTIVES INCLUDE:
1) Discuss the meaning of “flipping” as it pertains to the
classroom learning environment of class enrollments
over 40 students.
2) Explore how innovative “flipping” methodologies foster
students to master higher domains of learning.
3) Share “flipped” classroom strategies employed to
continue to meet course and program outcomes as class
section and student enrollment continues to grow.
BACKGROUND
Lecture often not
effective
Digital Generation is well
versed in access to info
 Role shift for educators to
assist students to:
 interpret,
 analyze
 synthesize
 apply
Classroom strategies
Innovative
Responsive
Two Goals:
respectful, non-
authoritative
relationship
actively engage students
METHODS AND PRACTICES
How to engage students to take responsibility in learning:
 Creative use of Teaching Assistants to maximize interactive,
engaged learning.
 D2L provided ‘lecture’ materials; e.g. powerpoints, workplans
 Individual & Group Readiness Assessment Tests (RATs)
 Groups identifying and presenting key concepts from assigned
readings
 Students being held accountable to their contributions by their
other group members through respectful feedback processes
Examples from practice:
Groups identifying & presenting key concepts from assigned readings
 Intro to Professional Nursing Course – 77 students
 16 groups of 4 to 5 students
 One unit is on the history of nursing – involves looking at
historical figures of nursing and their respective contributions.
 Instead of lecture, a list of historical figures is given – groups sign
up for which figure they wish to research and present to class
 Students were creative in use of media
 Examples: Power Point; Prezi; I-Movie
EXAMPLES FROM PRACTICE
GROUPS IDENTIFYING & PRESENTING KEY CONCEPTS
 To foster active participation
 Student audience challenged to come up with 2 questions for
presenters
 Student presenters challenged to come up with 2 test questions for
final exam
 Questions had to be multiple choice or multiple select
 Student response to “flipping”
 Beneficial to majority
 Most felt empowered; a few yearned for lecture approach
 Instructor response
 Impressed by the caliber of questions that were returned
 Thought and effort were evident in the students’ work
EXAMPLES FROM PRACTICE
STUDENTS FOSTERED TO ACTIVELY PARTICIPATE
 Ice Breaker activities built trust & openness between
group members
 Readiness Assessment Tests (RATs): participation points
 Individual RATs personal accountability to come to class on
time & prepared
 Group RATs Students held accountable to their contributions by
their other group members through respectful feedback processes
 Student response to “flipping” of lecture info with RATs:
 Beneficial and appreciated by majority
 Some felt frustrated by lack of preparedness of their team members
Instructor response
 Impressed by the caliber of questions that were returned. Thought
and effort were evident in the students’ work
EXAMPLES FROM PRACTICE
STUDENTS ENCOURAGED TO ACTIVELY LEARN
 Group activities designed to learn in the Affective
Domain
 Engage all of their senses to ‘experience’ frustration of teaching
to clients with communication barriers
 Baggies impaired vision, cotton ballsimpaired hearing, can’t
speak English… Each student was both pt. AND nurse role…
 Nurse to convey: ‘Return to Dr’s Office in 2 weeks’; or ‘Drink
8 glasses of water every day’…
 Student response to learning experience:
 Amazed at sense of frustration felt in both pt. AND nurse role
 Instructor response
 Students verbalized new appreciation of pt disabilities.
 Impressed by the level of participation of all students.
EXAMPLES FROM PRACTICE
STUDENTS ENCOURAGED TO ACTIVELY LEARN
 Group activities designed to learn reflectively;
assignment to foster appreciation of cultural/spiritual
differences of their clients
 Had international (nursing) students come to class & be ‘interviewed’ by
each group
 Students selected interview questions to ask
 Interviewee’s asked to share at least 1 thing they wished U.S. born
health care providers understood about their beliefs/practices
 Student response to learning experience:
 All ‘loved’ the opportunity to learn about diverse beliefs & practices
 Instructor response
 Surprised at gratitude from international student volunteers to share
their values & beliefs with future nurses
 Impressed with degree of involvement during activity
EXAMPLES FROM PRACTICE
STUDENTS DEMONSTRATE KNOWLEDGE ACQUISITION AT
APPLICATION LEVEL
 Process Assignments instead of midterm & final exams
designed to assess mastery of communication
skills/learning objectives at application level
 Students interviewed an elder in order to complete 2 assignments that
required them to apply their communication skills, analyze information,
reflect on their own effectiveness
 Student response to learning experiences:
 Most appreciated the opportunitiy to ‘do’ instead of just read about
 Some wished they could have had a traditional midterm & final exam
 Instructor response
 Impressed by the caliber of work that was submitted
 Thought and effort were evident in the students’ work
 Couldn’t have done these assessments without help of TA’s
OPEN UP PRESENTATION TO QUESTIONS
Your thoughts,
comments,
Insights?
THANK YOU FOR
ATTENDING