1. 1. Flipping the Class: Myth vs Reality CSU-DH 8/5/2015 Julie Schell Clinical Assistant Professor Director, OnRamps and Strategic Initiatives Center for Teaching and Learning onramps.org CSU-DH 8/5/2015
2. 2. Think of something you are really good at or something you know really well? Write it down.
3. 3. How did you get good at that something? Write it down.
4. 4. created by Josh Walker
5. 5. Workshop goals Explain the basic framework for an effective flipped classroom.
6. 6. Workshop goals Explain the basic framework for an effective flipped classroom. during class after class before class Identify effective strategies for maximizing learning:
7. 7. created by Josh Walker What is a flipped classroom?
8. 8. created by Josh Walker
9. 9. created by Josh Walker
10. 10. created by Josh Walker
11. 11. Demo Created by Josh Walker
12. 12. Demo Created by Josh Walker
13. 13. April 2013 Texas University
14. 14. April 2014 Harvard University
15. 15. Myths about flipped learning3
16. 16. Myth 1: It means no lecture
17. 17. 50 mins
18. 18. IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, VOL. 57, NO. 5, MAY 2010
19. 19. IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, VOL. 57, NO. 5, MAY 2010
20. 20. IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, VOL. 57, NO. 5, MAY 2010
21. 21. IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, VOL. 57, NO. 5, MAY 2010
22. 22. IEEE TRANSACTIONS ON BIOMEDICAL ENGINEERING, VOL. 57, NO. 5, MAY 2010 This is the brain... on traditional classrooms
23. 23. 6
24. 24. 50 mins 12.5 mins 12.5 mins 12.5 mins 12.5 mins
25. 25. 50 mins 12.5 mins 12.5 mins 12.5 mins 12.5 mins
26. 26. Thermal Expansion
27. 27. Demo When metals heat up, they expand.
28. 28. Demo
29. 29. Demo
30. 30. Demo Consider a metal (aluminum) plate with a hole in it.
31. 31. Demo If you heat the plate uniformly what happens to the diameter of hole? A. increases B. stays the same C. decreases Consider a metal (aluminum) plate with a hole in it.
32. 32. Demo What happens when you heat metals up? A. they expand B. they shrink C. nothing Pure Recall Question
33. 33. Demo If you heat the plate uniformly what happens to the diameter of hole? Consider a metal (aluminum) plate with a hole in it. A. increases B. stays the same C. decreases
34. 34. Demo A. increases B. stays the same C. decreases If you heat the plate uniformly what happens to diameter of hole? Consider a metal (aluminum) plate with a hole in it.
35. 35. question 1 feedback question think respond discuss explain respond Mini Lecture Dont skip any of these steps.
36. 36. Demo Watkins, 2010
37. 37. Lasry, Mazur, Watkins 2008 T=Traditional, PI=Peer Instruction Harvard John Abbott College Demo
38. 38. Chunk your lectures
39. 39. Myth 2: Its just videos out-of-class and homework in class.
40. 40. Why do students study so hard and fail to remember what they learn?
41. 41. Maintenance rehearsal A learning strategy that involves rehearsing or repetition without any conside E. Bruce Goldstein
42. 42. Elaborative rehearsal A learning strategy that involves thinking about the meaning of an item or making connections between the item and something you know. Elaborating on what you know, adding additional details. E. Bruce Goldstein
43. 43. Retrieval practice The act of retrieving information from memory versus reviewing, re-reading or listening to it. Roediger & Butler, 2010
44. 44. Karpicke et al., 2011
45. 45. Karpicke et al., 2011
46. 46. Karpicke et al., 2011
47. 47. 1 possibility - they arent studying effectively. And they dont even know it.
48. 48. 1. Identify body of content.
49. 49. 2. Identify what you want to stick.
50. 50. 3. Engage students in retrieval practice.
51. 51. Is one retrieval enough?
52. 52. Roediger & Butler, 2010
53. 53. TIP: The more retrieval the better.
54. 54. 4. Provide a mechanism for feedback
55. 55. e more powerful effects than immediate, but
56. 56. Roediger & Butler, 2010
57. 57. 5. Space the retrieval practice
58. 58. Roediger & Butler, 2010
59. 59. 6. Interleave the practice
60. 60. Retrieval vs. Rehearsal restudying or reviewing information Feedback vs. No Feedback immediate or delayed feedback solitary review or quizzing without feedback Spaced vs. Crammed 5 hrs over 3 days 5 hours over 1 day Interleaved vs. Blocked ABCD ABCD AA BB CC DD Retrieval Practice Tetrafecta
61. 61. Retrieval Practice A learning strategy that involves the act of calling information to mind rather than rereading it or hearing it or even elaborating on it. We miss the boat by using retrieval after learning, not during learning.
62. 62. Retrieval Practice A learning strategy that involves the act of calling information to mind rather than rereading it or hearing it or even elaborating on it. Catch the retrieval practice boat.
63. 63. Assessment - Retrieval Practice
64. 64. Myth 3: Students wont do their pre- work
65. 65. assess it... they will come Schell
66. 66. coverage assignment assessment 2 conceptual questions review responses address difficulties in class What do you find most difficult or confusing about this concept? 1 feedback question Just-in-Time Teaching
67. 67. Just-in-Time Teaching
68. 68. Pride and Prejudice Example Out-of-Class Assignment: Watch this excerpt from Pride and Prejudice and answer the reading questions. Just-in-Time Teaching
69. 69. Pride and Prejudice
70. 70. What is Collins profession? A. Clergy B. Farmer C. Lawyer D. Doctor Just-in-Time Teaching
71. 71. Hypothesize Collins purpose for proposing to Elizabeth. Just-in-Time Teaching #jitt
72. 72. Implementation Tips http://bit.ly/jitt_tips Just-in-Time Teaching
73. 73. Schell Make pre-class work count.
74. 74. created by Josh Walker Call to action
75. 75. Pick one research-based Strategy to consider using in your course to improve student learning.
76. 76. Demo
77. 77. Acknowledgements PEOPLE Eric Mazur James Fraser Ives Araujo Cassandre Alvarado Brian Lukoff Jen Ebbeler Josh Walker EdX Carol Dweck Dan Meyer Nancy Duarte Chip and Dan Heath BOOKS Flip Your Classroom Slide:Ology Made to Stick Why Students Dont Like School www.julieschell. com EdX
78. 78. Flipping the Class: Myth vs Reality CSU-DH 8/5/2015 Julie Schell Clinical Assistant Professor Director, OnRamps and Strategic Initiatives Center for Teaching and Learning onramps.org