the STEM in TILEworkshop shortly

We will begin

Please find a seat near colleagues from different departments

Ask your neighbors about a topic they would like to

teach more effectively, and the format they currently employ.

Sarah Vigmostad, Ph.D.Assistant Professor,Biomedical Engineering

Flipped semester-long courses & segments of courses

Flipped both live and online courses

Graduate/Undergraduates, Engineering Majors

Contact Info:sarah-vigmostad@uiowa.edu384-2008

Let’s play a game

4

Rules of the game

5

Rules of the game

1. Each person starts with three game pieces2. Players alternate turns by placing game pieces

on board spaces3. Continue until pieces are all placed, at which

point, players may move one of their pieces to the open board space, from another connected space

4. Play continues until a player cannot make any legal moves. This player loses the game.

Flipping the Classroom

My Classroom Last Year

My Classroom Last Year

A Flipped Classroom

What’s different?

PHYSICALLY

Circular tables Everyone’s facing

different directions No lectern

PHILOSOPHICALLY

A flipped classroom Passive learning

outside the classroom Active learning inside

the classroom

I hear and I forget.I see and I remember.I do and I understand.

“

”Confucius

My TILE Classroom (2012)

My TILE Classroom (2012)

My TILE Classroom (2012)

My TILE Classroom (2013)

My TILE Classroom (2013)

What’s different?

PHYSICALLY

Circular tables Everyone’s facing

different directions No lectern

PHILOSOPHICALLY

A flipped classroom Passive learning

outside the classroom Active learning inside

the classroom Group work,

problem solving in class

Come to class prepared

2%

4%

84%

10%

Sample Course Structure

1. Before Class Read Material Watch podcasts – concept(s) (10-20 min),

example problem (10 min)2. In class

Questions/Clarification Preparation Quiz Several group work problems (by students)

3. After Class Homework/Self Study

What’s different?

FOR ME

I don’t have to speak non-stop for the entire lecture

I spend less time trying to maintain attention, more time problem solving

FOR STUDENTS

They can process material flexibly over a long time

They spend less time trying to maintain attention, more time problem solving

Exam #1

<40 41-50 51-60 61-70 71-80 81-90 91-1000

10

20

30

40

50

60 Traditional - 2010# of Students

>50 51-60 61-70 71-80 81-90 91+0

2

4

6

8

10

12

14

16 TILE - 2012# of Students

<50 51-60 61-70 71-80 81-90 91-1000

5

10

15

20

25

TILE - 2013

Series1# of Students

Exam 1 Comparison

TILE Averages: 76% (2012) 75% (2013)

Past years’ Exam 1 53.5% (2008) 53.1% (2009) 48.8% (2010)

In Common:• Same instructor (me)• Same content/syllabus• Similar class sizes

Different:• Flipped teaching mode

• Podcasts• In class group work

Advantages of a Flipped Classroom

Interact with students when they are prepared to get the most from you

Engaged classrooms, engaged students, more comprehensive understanding

Create

Evaluate

Analyze

Apply

Understand

Remember

Bloom’s Taxonomy

Advantages of a Flipped Classroom

Students work at their own pace Can re-watch podcasts to achieve mastery Arrange to fit their schedule

Group work and team-learning in every class Peer-learning, peer teaching

More intimate setting, even with large class Meaningful contact Interaction with every student, every class Camaraderie among the students

What’s different?

PHYSICALLY

Circular tables Everyone’s facing

different directions No lectern

PHILOSOPHICALLY

A flipped classroom Passive learning

outside the classroom Active learning inside

the classroom Group work,

problem solving in class

Come to class prepared

Out of Class Preparation

Various approaches Podcasts Reading Interactive online activities

Let’s explore three out of class preparation methods we have used in our classes

Jigsaw Part 1

Jigsaw Part 2

Beginning with Example 1, explain & discuss the three sample out-of-class activity formats within your small group Keep in mind that the other two

members of your group have not yet seen the material you are teaching them about

Jigsaw activities are a great way to cover multiple topics/viewpoints/examples without having any student do too much prep work

Jigsaw Wrap Up

You should be wrapping up your discussion of the individual activities

Discuss these examples as a whole, and comment on the “General Discussion Questions”

Do you have other ideas for out-of-class activity formats?