The Flipped Classroom: Advantages, Tips, and Considerations

1. The Flipped Classroom: Part I Kathy Koenig University of Cincinnati SOS-AAPT Spring Meeting 2013

12. Increased use of flipped classroom driven by… • Poor learning outcomes (HS and college) • Prevalence of online video and increased access to technology

13. Typical Flipped Classroom Model • Students watch lectures at home at their own pace and in their own time; then communicate with teacher and/or peers via online discussions (educational technology = key) • Concept engagement takes place in the classroom with the help of the instructor & peers (activity learning = key)

16. Traditional vs Flipped

17. Traditional vs Flipped

18. Be Aware! The flipped classroom doesn’t solve everything! • It is a great first step in reframing the role of the teacher in the classroom. • It fosters "guide on the side" rather than “sage on the stage." • It helps move a classroom culture towards student construction of knowledge rather than the teacher having to tell the knowledge to students.

19. Home instruction can take many forms… • Video of your lecture (or voiceover Powerpoint) • Video of someone else’s lecture • Read a specific section of the text; Active figures • Youtube video (Derek Muller - Veritasium) • Simulation (Phet) • Content-rich websites • Online chats or discussion boards • Interactive Video Vignettes (Live Photo Physics) Must be accompanied by a motivation to do it

20. "Learning is a two-step process. First, you must have some transfer of information; second, you must make sense of that information by connecting it to your own experiences and organizing the information in your brain.” – Eric Mazur Some things to consider if you are thinking about or already using the flipped classroom model….

21. 1. Set a specific target for the flip • Determine what problem you are trying to solve. • Rather than flip the entire class, identify specific units where students might benefit from this model. • Throughout the remainder of the tips, choosing appropriate pedagogy is key.

22. 2. Consider time and place • Keep videos or home activities short • Several 5-7 minute video clips better than a long one • Chunk activities so students can complete in sections • Keep the learning within the videos manageable for students. • Consider access to necessary technology, etc. • Consider “due” date (particularly if an online quiz)

23. 3. Create a need to know (motivation) • A video lecture is still just a lecture! • Must engage the students; particularly those who are already struggling. • Be innovative! Create transparent and/or embedded reason to know the content. Examples: • Quizzes (online or at start of class) • Accompanying worksheet or record of work • Information is later needed for class activity

24. 4. Be up front with expectations • The flipped classroom is new to most students. • Be positive and enthusiastic! Discuss with your students why we're doing it this way and not the traditional way, what the benefits are, what they're getting out of this that they wouldn't be getting if we did the traditional lecture style. • Be clear on how in-class and out-of-class activities fit together and what needs to be done when (ex. “road map”).

25. 5. Be flexible • Assess students' understanding of pre-class assignments to make the best use of class time. • Be willing and prepared to adjust instruction “on the fly” based on this feedback. • Step aside and allow students to learn from each other. Let the students do the talking in class.

26. Benefits of Flipped Classroom

27. Flipping the lab?

28. Flipping the lab? Pattern across 12 lab sessions during semester Students read pre-lab notes; Work through examples (practice) Take Pre-Lab Quiz through Blackboard (motivation and practice) Lab Class (activities designed to apply concepts addressed in pre-lab notes) Submit lab records and/or lab reports

29. Lab Topics – First 6 weeks of lab Set the stage Lab report Lab report *DL = design lab; AL = application lab

30. Lab Topics – Last 6 weeks of lab Lab report Lab report *DL = design lab; AL = application lab

31. Projectile Motion – Application Lab • Students are provided with a challenge that requires them to apply knowledge learned in lecture. • Learn how to propagate uncertainties; apply this to size of target (as learned in pre-lab notes).

32. Newton’s Laws Part I – Design Lab How is the acceleration of a system related to the force applied? cart on air track rotary motion sensor

33. Newton’s Laws Part II – Challenge Lab Using the same experimental set-up as last week but this time using the RED cart, determine the force (i.e. hanging mass) necessary to cause the RED cart to travel on the air track at an acceleration of _______________ (value provided to you by your TA). cart of new mass and surface area

34. Assess Scientific Reasoning Ability • iSTAR – Inquiry for Scientific Thinking and Reasoning • www.iSTARassessment.org • Modified and expanded version of Lawson’s Classroom Test of Scientific Reasoning • 27 questions assessing ability domains associated with: • Quantitative Linear (proportional reasoning) • Control of Variables • Basic Probability • Integrated Hypothesis • Correlational Reasoning • Statistical Probabilistic • Causation Correlation • Conditional Logical

35. Compare iSTAR Performance UC Physics Labs (n=57) • Rewritten to better target reasoning abilities XU Physics Labs (n=79) • Minor changes to give students more ownership WSU Scientific Literacy for 21st Century (n=85) • Course designed to target scientific reasoning UMBC Calc-based Physics Course (n=186) • Matter & Interactions curriculum

38. +15% +11% +7% +23%

40. Although the flipped classroom is attracting a lot of attention lately, simply flipping the classroom alone does not increase student success. The instructor must seize the opportunity to guide and interact with the students in ways that make sense to his/her own situation. There is no single way to use the flipped classroom model.

41. Questions? kathy.koenig@uc.edu