Engaging Students in Flipped and Hybrid Introductory Accounting Courses

1. Engaging Students in Flipped and Hybrid Introductory Accounting Courses Exploring ways to engage students before, during and after “class”! FAAE, Jacksonville, Florida, October 2018

2. Presenter A fellow college professor bringing her favorite student engagement toolsto you DeAnna Martin Santiago Canyon College Orange, California deanna.martin.ca@gmail.com

3. When to engage students Before Class During Class After Class Toolsfor each stage of the “classroom”

4. Five sources of Inspiration oncourseworkshop.com/

5. Part 1 Station-to-Station Activity Communication Expectations Reading the Textbook Pre-Assignment: Interactive tutorials Part 2 Using the LMS and Publisher resources Using Padlet to explore and merge knowledge and creativity Before Class

6. Before Class: Communication For our conference… join with this code: Text @FAAE-2018 To 81010 Just for fun and to check it out!

7. Before Class: Expectations Help your students understand what is a flipped classroom and how it will benefit them:

8. Before Class: Reading the Textbook Side note: These prices are for a two-semester book

9. Before Class: Pre-Assignment • “For Students: • Generation is an attempt to answer a question or solve a problem before being shown the answer or the solution. • By wading into the unknown first and puzzling through it, you are far more likely to learn and remember the solution than if somebody first sat you down to teach it to you. • If you’re in a [technical] course learningdifferent types of solutions for different types of problems, try to solve the problems before you get to class.”

10. Before Class: Interactive Tutorial Liabilities Drawings

11. Part 1 Station-to-Station Activity Communication Expectations Reading the Textbook Pre-Assignment: Interactive tutorials Part 2 Using the LMS and Publisher resources Using Padlet to explore and merge knowledge and creativity Before Class

12. Before Class: Pre-Class Preparing Using Padlet to explore and merge knowledge and creativity https://padlet.com/deanna_martin_ca/WallOfFun Using the LMS and Publisher resources

13. Part 1 Jigsaw Activity Use a variety of large group, small group, and individual work experiences Part 2 Games Jeopardy Family Feud Simon Says Student Polling During Class

15. Principle: How students organize knowledge influences how they learn and apply what they know •“This test question is not set up the same as the homework.” • Instructors should choose activities that provide students with organizational structure.

16. During Class: Use a Variety of Large Group, Small Group, and Individual Work Experiences

17. Part 1 Jigsaw Activity Use a variety of large group, small group, and individual work experiences Part 2 Games Jeopardy Family Feud Simon Says Student Polling During Class

18. During Class: Games Jeopardy Many versions Record them for later review White boards for group based learning & collaboration Everyone competes at once See Merlot.org Family Feud • More competitive • Single groups work to earn points • Play or Pass • Multiple layers to a question (scaffold) Simon Says Great for movement Great for white board group or individual activities Drawing an event Changing False statements to True Great for listening skills!

19. Jeopardy Example Screens

20. Some options for student polling My clickers: Turning Technologies Set of 60 including case and receiver for $2500 Kahoot: get started at Kahoot.com for free (need wifi) Poll Everywhere: an app w/free acct or w/fees at PollEverywhere.com (need wifi)

21. Part 1 Assessment- to form groups Preferred ways of knowing Good closing & wrap activity Part 2 Assess as you go by gathering evidence of learning (ORION) After Class

22. Preferred ways of knowing self assessment

23. Preferred ways of knowing results

24. After Class: A Good Closing and Wrap Activity for the Course

25. After class: Assign closing project that will provide value to the student • Principle: Students’ motivation generates, directs, and sustains what they do to learn • Students must see the value of a particular task or goal (value) • Emphasis on real world issues in class, especially local companies. • Financial Statement Analysis Project – drafts due throughout semester with presentation at end. • This ends the class on a very positive note

26. After Class: A Good Closing and Wrap Activity for the Course

27. Part 1 Assessment- to form groups Preferred ways of knowing Good closing & wrap activity Part 2 Assess as you go by gathering evidence of learning (Adaptive Learning: ORION in WileyPLUS) After Class

28. After Class: Assess as you go by gathering evidence of learning

29. After Class: Importance of a MasteryAssignment “For Students: Retrieval practice (self-quizzing) should become your primary study strategy in place of re-reading. The familiarity with a text that is gained from rereading creates illusions of knowing, but these are not reliable indicators of mastery of the material. By contrast, quizzing provides a reliable measure of what you’ve learned and what you haven’t yet mastered.”

30. After class: How to develop mastery Principle: To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned Principle: Goal-directed practice coupled with targeted feedback are critical to learning

31. Student feedback is positive. • Student success rates increase. • QUESTIONS? Increasing Student Engagement