PLU: Flipping the Classroom to Engage Students
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This document discusses flipping the traditional classroom model to engage students. It describes how the traditional model was designed for mass education but does not fit individual student needs. The flipped model shifts instruction to pre-recorded videos for students to watch before class, allowing class time to be used for active learning activities and discussion. Examples of how flipped learning has been implemented at PLU are provided, along with tips for creating instructional videos and implementing the flipped model.
PLU: Flipping the Classroom to Engage Students
- 1. FLIPPING THE CLASSROOM TO ENGAGE STUDENTS Presented by Dana Bodewes and Steve Sosa
- 3. Traditional Educational Model History of Educational Model • Designed during industrial revolution • Assembly line design • Educated in batches, by age • Separated by subject matter • Goal is standardization • “One size fits” all approach
- 4. Traditional Educational Model Problem with One Size Fits All • Students receive same education • Students however are different Can’t take notes fast enough… Miss classes… Never absorbs key concepts…
- 5. Traditional Educational Model Challenges to One Size Fits All Model • Individual interest in subject matter • Disenchantment with the system • Generational values absent in the system • Connect • Collaborate • Create
- 6. So then…If we could design a model for today’s students, that goes beyond a one size fits all approach, what unique elements would we change? RSA Animate – Changing Education Paradigms By Sir Ken Robinson http://www.youtube.com/watch?v=zDZFcDGpL4U
- 8. Flipped Course Model Research: • Project based learning is powerful • Long lectures lose student attention • Peer learning is more effective http://www.naz.edu/chemistry/lab-partners/multimedia%7Cmultimedia:000%7Cimage
- 9. Flipped Course Model • Shift in instructor and student roles • Pre-recorded instruction before class • Activities and discussion in class http://www.knewton.com/flipped-classroom/
- 11. Direct Instruction • 5-10 minute mini-lectures • Screencast or video • Posted before class
- 12. Direct Instruction Instruction might include: • Motivating with enthusiasm & stories • Providing a conceptual framework • Highlighting key ideas • Clarifying or preventing common errors http://www.youtube.com/watch?v=76OPHizxTfQ&feature=share&list=PLAzzv1Ff1A5wi50P3aLxHznD42ATZBGGx&index=16
- 13. Direct Instruction Instruction might include: • Stating relevancy to specific populations • Sharing up-to-the-minute info • Summarizing multiple sources • Providing remediation or advanced learning options http://youtu.be/7Lfc6jjp1WQ
- 14. Direct Instruction Instruction might include: • Demonstrating processes • Modeling thinking or problem solving • Providing lab directions, tours, orientations • Giving technical tutorials http://youtu.be/zQhT4eHeTSU
- 16. Class Time • Instructor is facilitating learning • Students are engaged in activities • Students are often working in small groups http://americanradioworks.publicradio.org/features/tomorrows-college/lightbox/umr/000-044.jpg
- 17. Class Time Class time might include: • Project based learning • Group discussions or debates • Peer teaching • Small group remediation
- 18. Class Time Class time might include: • Analysis of reading, materials, lectures • Critiquing or evaluating ideas • Researching or exploring evidence • Practicing skills and completing exercises
- 19. Class Time - Activity Traditional Warm-up 5 min Homework review 20 min Lecture 30 min Practice 20 min Flipped Warm-up 5 min Q&A 10 min Practice 60 min
- 21. Flipped Learning at PLU • No official data • Experimentation is occurring • Audience poll fall-visit-640-11-12-12.jpg
- 22. Flipped Learning at PLU Example: • Chemistry at PLU • Process demonstration • 5 minute videos
- 23. Flipped Learning at PLU Pros • High-touch and high-tech • Research supports active learning & peer learning • Reduces student passivity • Flexible model Cons • Initial time and effort • Student resistance • Lack of research
- 24. Flipped Learning at PLU Instructional Design Tips: • Start small, • one lesson/activity • Something difficult/ open for improvement • Analyze the objective • Plan for active learning • Consider alternative approaches • Best use of class time • Best use of independent time • Additional supports/options http://tcf.org/assets/images/commentary_images/2014-2-20-sat-ben-blog.jpg
- 26. Implementing the Flipped Model The Right Content • Determine lesson objectives • Choosing type of content • Using other people’s content • Limited time • Struggle with technology • Camera-shy TEXTBOOK ARTICLE VIDEO SIMULATION APP
- 27. Implementing the Flipped Model Making Your Own Content • Determine format • Demonstration/explanation • Narrating presentation slides • Weekly lectures
- 28. Implementing the Flipped Model Video as Flipped Content • Checkout kits available now! • Hardware • Software
- 29. Implementing the Flipped Model Camtasia Software http://www.techsmith.com/education.html
- 30. Implementing the Flipped Model Sharing Your Content • Who is your audience? • Should this content be public or private?
- 31. NEXT STEPS SS
- 32. Planning, Resources, and Tools Resources • Flipped Learning Network • Educause • Future workshops • Available checkout equipment Support • Faculty support community • Instructional Technologies
- 33. THANK YOU See you at the next event!