The Classroom Flip

1. The Classroom Flip Dr. Bob McGlasson VP for ITS, Associate Professor Dr. Mike Tenneson Professor of Biology Missouri Teaching and Learning Mentor Program Fontbonne University, April 20, 2006

2. Acknowledgements • J. Wesley Baker, Ph.D. • Distinguished Professor of Communication Arts • Cedarville University

3. 1 Minute Notation • Identify a frustration you have in your teaching or with your students’ learning. • On a sheet of paper, finish the sentence: “If I could fix one thing in my classes, it would be…”

4. Bold Sharing So – what are some of the needs that you identified?

5. Four Categories of Common Findings: • Student Motivation • Unique instructional capabilities • Support for new instructional approaches • Increased teacher productivity

6. Student Motivation • I need to capture the interest of my students. • I want students to have a greater sense of control over their learning. • My students aren’t prepared for class discussion because they haven’t kept up with the textbook reading.

7. Unique Instructional Capabilities • I need to be able to demonstrate processes. • My students need access to extra resources to update or expand on what the text offers • I would like students to track their progress in the course.

8. Unique Instructional Capabilities • My students need to be able to assess their understanding of the content. • I would like to provide students with more immediate feedback of their work. • My students need to spend “more time on task” practicing a skill.

9. Support For New Instructional Approaches • I would like to reduce the amount of time spent in class on lecturing without sacrificing coverage of the content. • My students need opportunities for continuing discussion for peer learning.

10. Support For New Instructional Approaches • I would like to help my students focus more on understanding and application, rather than “will this be on the test?” • I would like to give my students a greater sense of responsibility for their learning.

11. Increased Teacher Productivity • I would like to do more activity-based learning in class, but I have a lot of material I need to cover. • I would like students to have more frequent grade updates.

12. So – in what category would you put your need?

13. Application - Faculty are encouraged to move from a teaching model to a learning model – but how do you do that in your class?

14. How do you, as a faculty member at an institution that emphasizes teaching, move from “the sage on the stage” to the “guide on the side”?

15. How do we reach this new generation of learners?

16. The Net Generation • Highly deviced • Highly networked • Highly interactive • Highly social

17. Media saturated lives(8-18 year olds) • 6:21 hours with media per day • 26% of the time kids use more than 2 media simultaneously • 3:51 tv/video per day • 1:44 music per day • 1:02 using computer other than for school work • 49 minutes playing video games • 43 minutes of recreational reading – Kaiser Family Foundation, 2005 http://www.kff.org/entmedia/upload/Executive-Summary-Generation-M-Media-in-the-Lives-of-8-18-Year-olds.pdf

18. The Students • To them…computers aren’t technology • Multi-Tasking • “Reality” is more and more a meaningless term

19. What We Know about Successful Learning • Active • Contextual • Engaged • Interactive • Social

21. So to address these needs – we try to open up class time for active learning strategies….. “but how do I do that and still provide the same coverage of the content?”

22. The “Classroom Flip” ModelJ. Wesley Baker (2000)Ameritech Faculty Development Technology Program

23. Goals of the Classroom Flip Model • Find an approach that would make it possible for faculty to move from sage to guide. • Reduce the amount of time spent in class on lecturing, opening up class time for the use of active learning strategies.

24. Goals of the Classroom Flip Model • Focus more on understanding and application than on recall of facts, while not sacrificing presentation of the factual base. • Provide students with more control over their own learning.

25. Goals of the Classroom Flip Model • Give students a greater sense of their own responsibility for their learning. • Provide students with more opportunities to learn from their peers.

26. Flip What? The model seeks to accomplish these goals by “flipping” what traditionally has been done inside and outside the classroom – deliver rote lecture content online for students to study outside of class and use the time opened up in the classroom for learning-based activities.

27. Move lecture materialout of the classroom through online delivery. Extend conversation outside of class through threaded discussion Move “homework” into the classroom where the instructor can serve as “guide.” Use opened up time for discussion and practice.

28. How? • Determine a goal you would like to achieve in your teaching and/or your student’s learning. • Develop an instructional strategy to accomplish your goal. • Select an element of a CMS that can be used for this strategy. • Identify the skills in the use of a CMS that you need to develop in order to implement the strategy.

29. So, why use a CMS?

30. Course Content Web Pages Multiple media sources Student use is recorded Can link to: Objectives Student Notes Discussion Benefits Not restrained by class time Can link to external resources Statistics on student use available Increased time in-class for application and discussion Features of a CMS

31. Online Discussion Synchronous (Chat) Asynchronous (Discussion Board) Features: Automatically created by CMS Messages archived Public/Private With names/anonymous Benefits 100%participation “Voice” to the silent students Thoughtful, articulate responses “Time on Task” with content Transcript available for review Features of a CMS

32. Online Quizzes Question types: T/F, Multiple Choice, Fill in the Blank, Short Answer, Matching Set time available Question pool Automatic grading Set feedback Allow multiple attempts Benefits Holds students accountable for reading Saves class time Provides immediate feedback Can repeat for mastery Features of a CMS

33. NEEDSINSTRUCTIONALSTRATEGIESHOW CAN A CMS HELP?

34. Some Examples…

35. Student Motivation • Need • I need to capture the interest of my students. • I want students to have a greater sense of control over their own learning. • Strategy • Provide a rich environment in which students can pursue their own interests and which accommodates different learning styles. • CMS • Extensive online material in Course Content areas including resource material and links to online sources for students to follow if interested.

36. Student Motivation • Need • My students aren’t prepared for class discussion -they haven’t kept up with the textbook reading. • Strategy • Use pre-tests over the text readings. • Encourage their engagement with the readings through discussion of key points with classmates. • CMS • Online quizzes can be set up to be made available right up to the time class starts. Students must read and take the quiz before class. • Discussion groups set up and use the Discussion Board to discuss text reading.

37. New Instructional Approaches • Need • I would like to reduce the amount of time spent on lecturing without sacrificing content coverage. • Strategy • Deliver the content online for the students to study outside of class. • CMS • Course Content area with web pages, Powerpoint presentations, learning objects, etc.

38. Unique Instructional Capabilities • Need • I need to be able to demonstrate processes • Strategy • Use a variety of multimedia available for creating a demonstration • CMS • Media delivered in the Course Content areas (make your own or go to a Learning Object Repository)

39. Unique Instructional Capabilities • Need • My students need to be able to assess their understanding of the content • Strategy • Provide student self-assessment and immediate feedback • CMS • Online quizzes and student self-assessment questions allow students to check their understanding and receive immediate feedback – including suggestions for further study

40. Unique Instructional Capabilities • Need • I would like to provide students with more immediate feedback on their work • Strategy • Provide student self-assessment and immediate feedback • Use electronic assignment submission • CMS • Online quizzes and student self-assessment questions • Digital Dropbox allows students to submit assignments and receive them back with comments

41. New Instructional Approaches • Need • My students need opportunities for continuing discussion for peer learning. • I want to provide students with more opportunities for peer learning. • Strategy • Small group discussions, more partner/team-based projects, assign students or teams report topics then ask other students to ask questions and comment. • CMS • Online Discussion Board, Group Areas, Virtual Classroom (chat).

42. New Instructional Approaches • Need • I would like to move from reception learning to discovery-based learning • I would like to help my students focus more on understanding and application, rather than “will this be on the test?” • Accomplished • Active learning strategies in class, provide opportunity for 100% participation in discussion, interactive materials to content, student self-assessment • CMS • Online Discussion, super-charged Course Content, Online Quizzes

43. Increased Teacher Productivity • Need • I would like to do more activity-based learning in class, but I have a lot of material I need to cover. • More frequent grade updates • Strategy • Deliver the content in a multimedia online for the students to study outside of class • Provide up-to-date grade reports to students 24/7 • CMS • Course Content section • Use online gradebook, tracking and report functions

44. Here we go again… more interaction…. So look back at the need that you identified earlier and think about some of the instructional strategies we have talked about. Identify how you could use a CMS to meet that need and identify what skills you need to develop or software you need to learn.

45. Make that your professional development goal for this year!

46. Resources Educating the Net Generation http://www.educause.edu/Educatingthe NetGeneration/5989 Learning Object Repositories NWMSU Center for Information Technology in Education (http://cite.nwmissouri.edu/nworc/) MERLOT (http://www.merlot.org) Wisc-Online Learning Object Repository (http://www.wisc-online.com) Campus Alberta Repository of Educational Objects (http://www.careo.org) EOE (http://www.eoe.org) NMC Listing of Repositories (http://www.nmc.org/projects/lo/repositories.shtml) ExploreLearning Gizmos (http://www.explorelearning.com)

47. bmcglasson@sbuniv.edutennesonm@evangel.edu Questions?