Want to get the most out of class time? Flip it!
- 1. The Flipped Classroom Ann Wilson, Learning and Teaching at Navitas
- 2. Teaching efficiently – The flipped classroom • This example delivers a pre recorded lecture to students ahead of the class session. Included are some questions that give students feedback on how well they have followed and understood the lecture. In the words of the teacher Moving first exposure outside of class frees up time in class to do disciplinary work. Rather than primarily providing basic content exposition, we can explore disciplinary connections, conventions, and controversies. Students can work in pairs or groups to solve problems, analyse data or text, or draft theses and arguments. • https://tomprof.stanford.edu/posting/1463
- 3. Flipped classroom for biology students • The lecturer pre recorded the lecture, with some questions embedded in the recording. Students watched and answered the questions outside the classroom. The class sessions then involved a discussion exploring the types of questions that students would be presented with in the exam. • Lecture flipping in the final year, Dr Jeremy Pritchard, School of Biosciences, University of Birmingham.
- 4. Example from the anthropology classroom Students engage with a series of texts including traditional readings, podcasts and videos. A weekly quiz, worth 25% of the total mark, closes Sunday night before the class. The quiz ensures that students have read or watched the content before the class and are prepared for the discussion. The class session involves a discussion of the content. http://www.latrobe.edu.au/__data/assets/pdf_file/0009/564147/Exemplar_Herriman. pdf
- 5. The flipped classroom • The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. (Vanderbilt University, Centre for Teaching).
- 6. The flipped classroom A set of pedagogical approaches that: 1. move most information-transmission teaching out of class 2. use class time for learning activities that are active and social and 3. require students to complete pre- and/or post-class activities to fully benefit from in- class work • Reference: Abeysekera and Dawson (2014, 3)
- 8. A flipped approach is considered a good way for students to learn because: • it encourages students to take more responsibility for their own learning & come to class prepared • it enables scaffolding of learning more to be done more broadly than the time available in class • face to face time can be spent grappling with ideas and misconceptions • class time is used for higher order learning outcomes • online quizzes can be used to provide feedback before students come to class so both students and teachers can assess progress • it can potentially provide data on engagement and misconceptions to personalise learning and support • students can re-watch / rewind videos if they wish, or read material several times • videos can be sub-titled or a transcript provided, to assist students with English as an additional language. Source: http://www.itl.usyd.edu.au/programs/teaching_insights/pdf/insight9_flipped_classrooms.pdf
- 9. Flipped Classroom Field Guide The golden rules • The in-class activities involve a significant amount of quizzing, problem solving and other active learning activities, forcing students to retrieve, apply, and/or extend the material learned outside of class. These activities should explicitly use, but not merely repeat, the material in the out-of- class work. • Students are provided with real-time feedback. • Completion of work outside class and participation in the in-class activities are worth a small but significant amount of student grades. There are clear expectations for students to complete out-of-class work and attend in-person meetings. • The in-class learning environments are highly structured and well-planned. • https://docs.google.com/document/d/1arP1QAkSyVcxKYXgTJWCrJf02Ndep hTVGQltsw-S1fQ/view# 9
- 10. Some tips from a teacher 1. Tie your flipped classroom content very obviously to assessment, so students see the value 2. Be clear with students what you’re doing, why you’re doing it and how it will help them learn 3. Make sure you’ve got a strong plan for the face-to-face session that would’ve been your lecture 4. When you make the contact time more interactive you have to relax and go with the flow if students want to take things in a different direction to the one you were expecting 5. Cut your coat according to your cloth – not everything lends itself to flipping, so you’ve got to make the right choices depending on your available resources and your students.
- 12. Handy tools • https://zaption.zendesk.com/hc/en- us/articles/203066145-Create-a-Lesson-Quick- Video-Tutorial • https://versal.com/