F L I P P I N G Y O U R C L A S SE D U C A T I O N A L T E C H N O L O G Y

Raymond Cepko Fredrick W. Baker III

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T O D AY ’ S PAT H

• What & Why?

• Implementation Strategies

• Practical Application

• Resources

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W H AT & W H YF L I P P I N G Y O U R C L A S S

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- J O N AT H A N B E R G M A N

“The “Flipped Classroom” starts with one question: what is the best use of my face-to-face

class time?”

W H AT I S F L I P P E D L E A R N I N G ?

• Typical in-class content piece (lecture, readings, problem solving examples & demonstrations, etc.) are now done at home (primarily via video lectures).

• Typical at-home or limited in-class exploration and application piece (group work, problem solving, practice, experiments, hands-on) are now the focus of in-class activities.

Traditional Classroom Flipped Classroom

Activity Time Activity Time

Warm-Up Activity 5 Min. Warm-Up Activity 5 Min.

Go Over Previous Night’s Homework

20 Min. Q&A On Video 10 Min.

Lecture New Content 30-45 Min.Guided And

Independent Practice And/Or Lab Activity

75 Min.

Guided And Independent Practice And/Or Lab Activity

20-35 Min.

(Bergman & Sams, 2012)

W H Y F L I P ?

• Studies show that students in Flipped classes may perform better and perceive flipped learning as more valuable (Davies, Dean, & Ball, 2013; Stone, 2012).

• Students can watch (and rewatch) lectures at their own pace. Because of this, lectures become “richer and more meaningful” (Bergman & Sams, 2014).

• Promotes Active Student-Centered Learning rather than Passive Teacher-Centered Instruction—Teacher as facilitator.

W H Y F L I P ?

• Previewing the material before class helps prime the students to learn the concepts focused on in f2f class.

• In order for students “to develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application” (Bransford, Brown, & Cocking, 2000).

In order for students “to develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application” (Bransford, Brown, & Cocking, 2000)

W H Y F L I P ?

• By focusing on completing activities in class, students, who are struggling with homework, can receive instant and more directed feedback from instructor.

• Allows teachers to be more flexible in engaging students and allows students to pursue their own interests with the content being learned. (Bergmann & Sams, 2014)

I M P L E M E N TAT I O N S T R AT E G I E SF L I P P I N G Y O U R C L A S S

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I M P L E M E N TAT I O N S T R AT E G I E S

When deciding to FLIP your class, it is important to:

• Decide whether to create/use your own material or to adopt existing materials.

• Start small by selecting specific lessons/modules to FLIP. • Provide ample opportunities to preview materials before

class.

I M P L E M E N TAT I O N S T R AT E G I E S

When deciding to FLIP your class, it is important to:

• Explicitly tie the in-class and out-of-class portions. • Ensure students have ample time for practice &

feedback • Provide direction to keep students on task.

I M P L E M E N TAT I O N S T R AT E G I E S

When deciding to FLIP your class, it is important to:

• Provide prompt & visible feedback • Online forums/discussion boards • In-class

• Use familiar technologies, and provide training for new technologies.

I M P L E M E N TAT I O N S T R AT E G I E S

When deciding to FLIP your class, it is important to:

• Vary out-of-class activities (e.g., using Bb discussions and chats instead of just videos).

• Make videos short and interactive (e.g., cover one topic in a 5 - 10 minute chunk, have students complete short quizzes to check comprehension).

P R A C T I C A L A P P L I C AT I O NF L I P P I N G Y O U R C L A S S

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T Y P I C A L F L I P P E D A C T I V I T I E S

Out of Class

• Video Lectures

• Reading Papers, Texts, etc.

• Webquests, Researching Content, etc.

• Discussion Boards/Chats

• Typical Homework Assignments

• Content Specific Quizzes and Tests

• Practice Exercises

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T Y P I C A L F L I P P E D A C T I V I T I E S

In-Class

• Projects

• Group Work

• Experiments

• Application Exercises

• Experiential Learning

• Active/Authentic Learning

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T O D AY ’ S PAT H

• What & Why?

• Implementation Strategies

• Practical Application

• Resources

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• Bergmann, J., & Sams, A. (2014). Flipped Learning: Gateway to Student Engagement. Learning & Leading with Technology, 18 - 24.

• Bergman, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. (ISTE)

• Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How People Learn: Brain, Mind, Experience, and School. Washington, D.C, U.S.A.: National Academy Press.

• Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.

• Stone, B. B. (2012). Flip your classroom to increase active learning and student engagement. In Proceedings from 28th Annual Conference on Distance Teaching & Learning, Madison, Wisconsin, USA.

R E F E R E N C E S