“flipping” the classroom a paradigm that has worked well for me

“flipping” the classrooma paradigm that has worked well for me Deepen your awareness of the paradigm(s) that you were educated with. Recognize that other paradigms exist.

Outline • Explain what the “flipped” class (is to me) • Detail some flipped courses that I had • What happens • Short term • Long term • Mechanics • Outside material • In class material • Faculty Focus • Suggestions for running a flipped class • Faculty • Environment • Students • Why I like the “flipped” class

What is a “flipped” classroom • The content is presented outside of class • Class time is spent • With students aiding students in working problems • Faculty identifying and fixing misconceptions • Students engaging the material • Ideally, the faculty member speaks a lot less • The goal is engagement of the students where they are

Courses that I had that were flippeda progression of preparation and outcomes • High School Ag Class • Preparation: none. The teacher built the material from our own experiences! • Outcomes: I learned to relate my own experience to what was going on in the classroom! • Graduate Seminar Courses • Preparation: none to a lot. • Outcomes: nap to comparing alternative approaches • English Literature Courses • Preparation: intensive • Outcomes: able to discuss literature; aware of my own view point and can empathize with other view points; I learned to listen to others

What happens, part 1 • Before class, students prepare by learning content outside of class. • In class, they have a worksheet which reiterates the content and then works on higher order skills.

What happens, part 2 • Develop real world skills • Preparation • Reading comprehension • Problem solving • Working in groups • Responsibility • Appreciate the differences between individuals • Integrate a portion of the material/course into yourself

Presenting Material outside of Class • Read the material—will they do it? • Externally made videos—is the quality high enough for you? • Create your own material—do you have the time? • Weekly goal sheets

Engage the students with the higher order thinking not…. Engage in higher order thinking Lower “level” memorization Do not repeat terms Do not read for them If material must be presented in more detail then do it quickly. • Problem sets • Varied in difficulty • Easy to hard • Stress reading • Encourage them to work together. • Have them explain to others • Successful students go to the board

So what do faculty focus on if not the material in class? • Faculty focus on the students not the material. • We learn what they are good at. • challenge individuals • helping others builds their knowledge • If a student is prepared have the student show off • We learn what they are struggling with. • Content • Personal issues • Time management • Motivation

The need is real at SFA right nowfor more engaging classroom experience

The middle of the class12 students with C’s • 4 time management/priorities; • 2 material; • 1 material and reading; • 1 math and not writing down what they know • 4 not sure

Suggestions for the flipped class

Necessary Faculty Characteristics • Focused on the end product. • Be willing/able to put time in upfront to get some training. • Developing the material outside of class requires some time. • Be willing/able to put time in to reprogram yourself. • Let go of control of the classroom • Be willing to let students explain (perhaps incorrectly) to other students • Thorough knowledge of the material • Have some students buy into the “flipped” class. These student influence other students. • Have a good sense of humor • not sarcastic

Necessary support structure • Department Head has to know what you are doing. • Some of the students need to be familiar with the material. • The TEKS for high school chemistry overlap very well with chemistry 133. • Tutoring outside of class • Saturday review by faculty • Supplemental Instruction • AARC • Peer tutoring • Classroom needs • Small number of students • Movable chairs • Ability to reassign students

Necessary support from students • Buy In from the students! • Students need to have a valid choice about how they receive instructional material. • At least a few of the students must work outside of class. • A few extraverts in the classroom really helps. • Cheerleaders; theater

Buy In: capture their imaginationthe very first day of class.1—Show the first video (reference the others)2– Have students read a quote regarding the experiment. 3—Finally field trip. Small groups. • http://www.youtube.com/watch?v=qStid02xUUE • no hood; bubbles over; notice two different ways • http://www.youtube.com/watch?v=dLXO6KFuZZE • High school kids?; fume hood and goggles; no explanation • http://www.youtube.com/watch?v=pJSQq494oV4 • From Royal Society of Chemistry (Great Britain) • http://www.youtube.com/watch?v=14RzBOmLnek • Safe; Professionally made?; follows quote from text; References Journal of Chemical Education (2011); talks about the products

Why I like the “flipped” classroom • Fun! • Improving my dwf rate • Students are learning • In the flipped environment feel more comfortable at assessing why a student is failing and then helping them with this • Most of the time the students are engaged • I’m discovering why students are not engaged

“flipping” the classroom a paradigm that has worked well for me