Best Practices for Flipped Learning

1. Best Practices for Flipped Learning ATLE First Fridays April 5, 2019 Autar Kaw kaw@usf.edu http://AutarKaw.com University of South Florida

2. What is flipped learning? • Watch lecture at home and do problems in class • Direct instruction moves from group learning space, and group space is used for dynamic, interactive and engaging activities • Way of designing courses that emphasize self-regulated learning and deep learning on a personal level Source: FlippedLearning.org

3. Old Implementation

4. New Implementation Source: https://facultyinnovate.utexas.edu/flipped-classroom

5. My past background in flipped learning Compared four modalities for one topic in Summers of 2002, 03, 04, 06 Traditional lecture, Web-enhanced lecture, Web-based self-study Web-based self-study & classroom discussion Source: Kaw, A. and Hess, M.., "Comparing Effectiveness of Instructional Delivery Modalities in an Engineering Course“, International Journal of Engineering Education, v. 23, issue 3, p. 508-516, (2007), https://www.ijee.ie/latestissues/Vol23-3/11_ijee1914.pdf

6. My recent background in flipped learning • Comparing blended class with flipped class • Using adaptive learning to improve pre-class learning • Source: • A. Kaw, R. Clark, E. Delgado, and N. Abate, “Analyzing the Use of Adaptive Learning in a Flipped Classroom For Pre-Class Learning”, Computer Applications in Engineering Education, 2019, in print, https://doi.org/10.1002/cae.22106. • Clark, R., Kaw, A., Lou, Y., Scott, A., and Besterfield-Sacre, M., "Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools" International Journal for the Scholarship of Teaching & Learning, v. 12, no. 1, art. 11, 2018. https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1205&context=egr_facpub

7. Why teach the flipped class? • Students interact with pre-class learning on their own. They schedule themselves. • Students learn more deeply. • Student engagement and motivation increase due to accountability and interactions. • Instructor and students get more feedback.

8. Before, In, and After

9. What happens BEFORE class?Old implementation

10. Assign video lectures

11. Do reading assignment, if needed

12. What happens BEFORE class?New implementation

13. Assign video lectures

14. Do reading assignment, if needed

15. Assign automatically graded quizzes

16. What did you not understand about the assigned chapter?

17. One of the major challenges is students having done their work before coming to class. What other ways can you motivate them to do the work before class? Reflection Exercise

18. What Happens In Class?Old Implementation

19. Answer Questions 25 minutes: Spend it on the most asked questions in the assignment of “what you found difficult”.

20. Concept Questions 25 minutes: Asked conceptual questions through personal response systems. They are answered individually and in a group.

21. We have a winter season because • the earth is farther from the sun in the winter than in the summer • of the tilt of the earth about its’ axis • the earth is not a perfect sphere

22. Free-response questions 25 minutes: Students do questions where they apply, analyze, evaluate, and create.

23. What Happens In Class?New Implementation

24. Give lectures Lecture if needed. Lecture time can range from 0-25 minutes out of the 75 minutes class

25. Concept and Free-Response Questions 0-75 minutes: Conceptual questions are answered individually and in a group. Example

26. Weekly Class Agenda What to Do in Class Handout

27. Bloom’s Taxonomy Old Implementation New Implementation Source: http://thepeakperformancecenter.com/educational-learning/thinking/blooms-taxonomy/blooms-taxonomy-revised/ More on Bloom’s Taxonomy: http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/BloomsTaxonomy/

28. Build one conceptual question and one free-response question from your favorite course chapter you would give as an in-class exercise. Reflection Exercise

29. What happens AFTER class?Old Implementation

30. Assignments • Take another automatically graded algorithmic quiz on LMS • Assign ungraded HWs to students

31. What happens AFTER class?New Implementation

32. Assignments • Assign ungraded HWs to students • Assign a graded mini project due every two weeks that include applying, analyzing, creating and evaluating activity

33. What would you assign as the after-class activities? Reflection Exercise

34. Use of CANVAS

35. Content and Grading Content and Assessment via ModulesEngagement Factor (0.9 to 1.1) for GradingAttendance (not part of regular grade) In-class exercises (not part of regular grade) Pre-class online quizzes and lessons Metacognition exercises (not part of regular grade)

36. Good Resources lipped Learning by Robert Talbert https://www.amazon.com/Flipped-Learning-Higher-Education-Faculty/dp/162036431X Necessity to Invention https://www.youtube.com/watch?v=tA5nILRd0Qk Florida Active Learning Expo https://www.youtube.com/watch?v=xe3Lc2MZphg&list=PLqVRqc8oT-Oi7T--ZN851RlOwlKbkO2Bs Time management of flipped classrooms https://www.facultyfocus.com/articles/blended-flipped-learning/time-management-strategies-for-the-flipped-classroom/ Advances in Engineering Education, Vol. 5, Issue 3, Fall 2016. http://advances.asee.org/fall-2016-volume-5-issue-3/ Robert Talbert Flipping Workshop http://www.slideshare.net/rtalbert/flipping-the-classroom-dc Four Things I wish I had Known Before Flipping http://chronicle.com/blognetwork/castingoutnines/2014/06/05/four-things-i-wish-id-known-about-the-flipped-classroom/ A Guide to Flipped Classrooms http://chronicle.com/article/A-Guide-to-the-Flipped/151039/ Seven steps to Flipped Learning Design by Robert Talbert https://github.com/RobertTalbert/sevensteps

37. Best Practices for Flipped Learning QUESTIONS? Autar Kaw kaw@usf.edu University of South Florida

38. The Four Pillars of Flipped Learning Source: https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf

39. Effectiveness of Flipped Classes

40. Flipped vs Traditional Is the flipped class better than the traditional lecture? Yes! “The results raise questions about the continued use of traditional lecturing as a control in research studies” – Freeman, et. al. http://www.pnas.org/content/111/23/8410.abstract

41. Flipped vs Blended (effect size) Source: Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools by Clark, Kaw, Lou, Scott, Besterfield-Sacre, under review

42. Class Format

43. Class format Old Implementation Day 1: 75 minutes Day 2: 75 minutes

44. Class formatNew Implementation Section 2 Section 1 Day 1: 75 minutes Day 1: 75 minutes Day 2: 75 minutes Day 2: 75 minutes Day 3: 50 minutes

45. Does flipped class take more time?Traditional Lecture 3 hours in class equates to 6 hours out of class”” Current Pre-work Reading Engaged Learning without Instructor Homework, project, study… Direct Teaching In-class lecture Source: PK Imbrie & Mary Besterfield-Sacre flipped classroom workshop given on CIRTL

46. Does flipped class take more time?Flipped Class 3 hours in class equates to 6 hours out of class”” FlipModel Pre-work Quiz Pre-HW Reading Continued Engaged Learning without Instructor Homework, project, study… Engaged Learning with Instructor Direct Teaching Video Source: PK Imbrie & Mary Besterfield-Sacre flipped classroom workshop given on CIRTL

47. How can you help students manage time spent on course efficiently and effectively? Reflection Exercise

48. Other Thoughts

49. Newbie Mistakes • You define flipped classroom narrowly. • You define outcomes improperly. • Your planning is inadequate. • The activity given in class is complex. • You flip everything. • You blindside students with the new technique. • You forget your own changing role. Source: FlippedLearning.org & Flipping the College Classroom by Barbi Honeycutt

50. Tools to Use