Cómo el modelo de aprendizaje inverso favorece el aprendizaje activo y la

enseñanza funcional

How flipped learning favors active learningand functional education

Alfredo Prieto Martín Departamento de Medicina

y Especialidades Médicas Universidad de Alcalá

1

Plan of the workshop1. Presentations and reflection on learning interests2. Review of preparation tasks3. Think Pair Share exercise: What the students who learn more do?4. Powerpoint presentation

4.1 The problem of the abuse of expositive model4.2 The solution4.3 Why the flipped model is the perfect environment to introduce more active and inductive learning in our classes4.4 flipped learning Works! …. even with iberian students?4.5 Experimentation of different Methods

• TBL with Socrative quizzs• Peer instruction with flashcards • Just in time teaching Feed back on urgent doubts and student questions

5. How to implement the model and win more learning? 5.1 Increasing student motivation5.2 Sending information to learn, instructions, deadlines and forms of assessments5.3 Analytic of student responses and how to react to students interests difficulties and doubts.

Biopic of the teacher • PhD in Biology. Professor of immunology at University of Alcalá

(Spain).• Winner of Best Young Researcher Prize University of Alcalá 2000• Since 2004 to 2017 gives teaching courses at 29 Spanish and

portuguese universities• Coordinator of the interuniversity teaching innovation group

lectura-aholics anonymous since 2010 to 2017• 4th in the world ranking for TEMS 2013 (Top E-learning Movers &

Shakers en 2013)• Winner of innovation teaching Prize Universidad de Alcalá 2014• Cocreator of the National register of teachers who use flipped

Learning in Spain and other Spanish speaking countries• Author of the books• “Metodologías inductivas: el desafío de enseñar mediante el

cuestionamiento y los retos.”• “Flipped Learning: aplicar el modelo de aprendizaje inverso.”

1. Presentations and reflection on learning interests

• What we want to learn?

2. Review of preparatory tasks

• Ver vídeos de Eric Mazur y Abelardo Pardo

• Debéis leer el documento que os adjunto a este mensaje sobre los métodos de fomento delestudio previo, pues en la sesión presencial desempeñaréis el papel de los alumnos en unexamen de evaluación formativa al estilo team based learning. Si leéis el documentoadjunto entenderéis de que se trata.

• Tras leeros ese documento adjunto debéis responder en este link y al cuestionario dereflexión y expectativas previas sobre el taller. Tras reflexionar sobre cada pregunta y trascontestar a todas a dar a Submit. Si al menos algunos de vosotros podéis contestar el jueveso el viernes ( antes del fin de semana) me vendrá bien para conocer vuestras inquietudes ynecesidades iniciales.

• Último asunto urgente contestar a esta sencilla encuesta sobre vuestro nivel de partida enel dominio de las herramientas tecnológicas que son más útiles para implementar el flippedLearning de una manera coste-eficaz. Cuestionario de nivel de partida en herramientastecnológicas para el flipped Learning. Hacerlo no os llevará más de 5 minutos.

5

Important, but no urgent

• Asuntos importantes, pero no urgentes, para los que encontréis un rato, os pido quevayáis pensando en escoger una clase o tema de alguna de vuestras asignaturas conla que podríais experimentar el uso del modelo inverso y que vayáis buscandoejemplos de vídeos instructivos, infografías, actividades de aplicables a ella, o si lopreferís las vayáis planificando o creando vosotros mismos. En el taller presencialreflexionaremos sobre cómo hacerlo y os enseñaremos algunos trucos que ayudan aque salga bien.

•

• La estrategia de búsqueda recomendada es combinar flipped y un término en inglésque defina la temática trata da en ese tema de vuestra asignatura. Enportugués encontrareis menos información pero podéis probar con flipped y elnombre de vuestra asignatura o disciplina. Para buscar recursos específicos de untema buscar con el nombre del tema en inglés y vídeo o, con el nombre del tema yflip. También podéis encontrar ejemplos y recursos inspiradores en esta entrada de miblog profesor 3.0 Recursos de los profesores españoles que han implementado flippedlearning en educación universitaria ordenados por materias

• Who searched examples (show of hands)

Para los que tengáis más tiempo libre o mayor urgencia por aprender a aplicar

este modelo a mejorar el aprendizaje de vuestros alumnos en vuestras asignaturas• 2 Abrir cuenta en la App Socrative (socrative.com) como teacher y

crear un cuestionario de evaluación formativa.

• Para aprender a usarlo os ofrezco un par de tutoriales• Socrative for teachers tutorial breve 3 min en inglés• vídeo tutorial de Socrative en español que hizo Mercedes Márquez de

la U Jaume I https://youtu.be/5x3oxM2-W0M 10,51 min• También os recomiendo leer estas entradas del blog profesor

3.0 sobre cómo lograr que los alumnos hagan estudio previo.• Los cuatro elementos que necesitamos para invertir nuestras

asignaturas• Aspectos críticos para lograr el éxito en el flipped• Saludos y feliz preparación para el taller, nos vemos el día 24.

4. Cómo el modelo de aprendizaje inverso favorece el aprendizaje activo y la enseñanza funcional

How flipped learning favors active learning and functional education

Alfredo Prieto Martín

Departamento de Medicina y Especialidades Médicas

Universidad de Alcalá

8

Agenda4.1 The problem of the abuse of expositive model

4.2 The solution

4.3 Why the flipped model is the perfect environment tointroduce more active and inductive learning in ourclasses

flipped learning Works! …. even with iberian students?

4.5 Experimentation of different Methods The Problemsof abuse of expositive method

9

4. 1 The problem: There is any problem with the abuse of expositive lectures in university?1. Nearly all teachers abuse of

“powerpoint shows”

2. Nearly all class time isemployed in oral transmissionof information to be learned

3. When students pay attention,we (the lecturers) can transferinformation to be taken andstudied for exams

4. Laptop invasion of universityclasses causes new problems.

Lap top lecture (s XXI)

Lectio midle age (s XIII)

10

What are the roles in the traditional lecture? • The teacher’s role• The monologist performer• Is active• He/she is the monologist. Suffers preclass

anxiety, but also enjoy endorfine peaks onclass and after class

• It is an exciting experience (at least thefirst years you give and repeat a lecture)

• The student role• The receiver• is passive and boring from the start• He/she is an anonymous member of a

sleeping mass.• Student compromise, work and learning in

class are of low level• For a growing part of students the lecture

is a somniferous experience

11

Have traditional lectures Inconvenients in twenty first century university education?

1. There is little time forpractice and applicationof the transmittedinformation

2. There are no in classoportunities to exerciseskills and competences.

3. The work of studentsout of class is alsoscarce

4. So the learning is poor This student looks alert, but is sleeping 12

A flipped perspective: what university students

look and do in a laptop lecture? • To discover this, you can enter silently

and sit on the last rows and see whathappens

• Students in the first rows pay attentionand take notes.

• The rest twitt , send messages, surf theinternet ….

An optimistic dean would say tothe press: «They are “informallyexercising their web skills” 13

Is this active learning?

• Ask a question to the class, wait one studentraise the hand, and them give he/she the floor

Reflection:What the students should do in class time tounderstand informatition and learn to use it?

1. For deep understanding and developcompetences a more active student role isneeded

2. They have to work with the information, use it innew contexts , discuss with their peers

3. They need to act and reflect with the informationto be learned

15

4.1.2. ECTS learning = class work time

+ out of class work time • EHEA grades and ECTS credit are

based on the assumption thatstudents work for two hours outof class by each in class hour .Really?

• However, out of class workloadtime is not measuredsistematically.

• Studies of real workload againstofficial ECTS work load (Spain,UK), demostrate that out ofclass real workload is lesser thanwork load prescribed by ECTScredit.

• We (the teachers) are happilyignorant of this difference. 16

What can we do to induceout of class student activity

To optimize student learningwe need Real ECTS (=25 h.),

not fake ECTS (<20 h.)

• Real ECTS =25 hours of student work by credit 10 in class 15out of class

• Fake ECTS = 10 hours of passive learning in class + 7 hours ofout of class work (intensive craming before the exam)

• Actions have consecuences• Fake ECTS produce fake learning (also called crap learning)

short term memory overload only to pass the exam andquickly forget.

• Proposal of solution• We need induce out of class work that will be assessed

and discussed in class

17

4.1.3. Are traditional teaching methodsdamaging for student development?

• Is endless listening teacher’s monologues bad for the developmentof our student’s skills for critical thinking, and writtencommunication?

National Institute for LearningOutcomes assessment study

(Blaich & Wise 2011).

Only moderate progressin one half of thestudents

If we assess the development of students skillsfor critical thinking, cooperation and communicationafter 2 years of university education

No significantchange in one sixth

Moderate decrease in one third of the students

18

Richard Arum & Josipa Roksa (2011)Academically adrift:

limited learning in college campusses• Recent studies demonstrate the barely noticeable impact

of university courses in the development of student

competence for critical thinking, complex reasoning

and proffesional writting.

• Arum & Roksa study (2011) on 2.300 students in 24 US

institutions, 45% of them do not show significant

change in these competences during first year and half of

university education.

Bill Gates"Before reading this book, I tookit for granted that colleges weredoing a very good job."

Derek Bok Underachieving Colleges

“They learn much less, than they should”19

4.1.4. Problem statementHow can we improve the learning of our

university students?• Innovative alternatives to the lecture:

1. Functional education/Inductive learning. teachingby solving problems and cases, asking questionsinstead of telling answers.– Case study/project/problem based learning/inquiryBL

– Its a very disruptive change

2. Active learning continuous improvement byprogressive introduction of student centeredactivities within expositive lectures– It combines information transfer, with student thinking,

action and reflection on what is understood 20

Reflection: Why you think is so limited the extension of the use of

alternative, active and inductive methods in university clases?

• Despite the evident advantages of these innovativemethods, none of these methods is mainstream inuniversity teaching

• Only selected minorities of best and most compromisedteachers use frequently these methods.

• Only a selected group of universities (Manchester, McMaster, Maastricht, Aarhus) impose these active andinductive methods as mandatory in some of their faculties.

• In others (Yale, Harvard, BCU) there are voluntary teacherswho implement the methods.

• In Spanish universities less than one of each 100 universityteachers use regularly these methods (data from Spanishregistry of Flipped teachers)

21

Advantages and costs of active and inductive methods

• Advantages:

1. They engage students

2. Allow exercise anddevelopment of skillsand competences

3. They reach deepunderstanding andmeaningful learning

4. They like it

5. They learn more

• Costs:

1. They need more timeto cover extensivecurriculums

2. They demand moreteacher work forpreparation, study ofstudent answers andteacher feedback

22For most university teachers, costs outweigh the benefits

and thus use active learning in a very limited fashion

Why inductive and active methods are not the mainstream methods?

• What are their disadvantages?

• Making activities needs “in class time” that is preferentiallyused for teachers for oral explanation and transmission ofthe information to be learned.

• Activities slow down the pace of advance through theindex of contents

• Require more engagement and effort, not only by thestudents but also from teachers.

• The extra-effort of the teachers is not usually rewarded andthey are not stupid

• The result is that:

• “Only a minority of compromised university teachers usethese methods in a minority of occasions”

23

ReflectionHow to increase the active learning and

functional teaching (inductive learning) in university classes?

24

2.1. How can we improvethe learning of our students?

There is any way of increasing class time for practice

but maintaining high standards

for content learning

that will be rigorously assessed?

Yes, there are some of them25

At least eight ways to have more time to practise active learning activities

1. Prioritizing the really essential learning results (Wiggins & McTighe)

2. Flipping the use of space and time, in and out of class (Mazur, Novak, Michaelsen, Sams & Bergmann)

3. Adaptive learning, focusing on interests and difficulties of your students (Prieto)

4. Gamifying the course and activities (Sheldon)5. Developing a formative low stakes assessment that gives

grading value to activities (van der Vleuten)6. Practicing reflective thinking autoevaluation and

autoregulation of learning (Nilsson)7. Using rubrics and coevaluation for assessment of complex

activities (Levy)8. Create a natural critical learning environment (Bain)

26

1. Give Priority to Deep understanding of essential ideas don´t waste your class time class

covering all the accessory things– G. Wiggins y J. McTihge Understanding by Design backward

design from the desired essential learning results

– Stage 1.Prioritize essential learning results and ideas to understand

– Stage 2 What evidences will show that the learning result was attained?What feedback can help?

– Stage 3 Plan how to help with activities and reflection on performance

Grant Wiggins

http://ecosensing.org/wp-content/uploads/2015/11/Understanding-

by-Design-Expanded-2nd-Edition.pdf

Understanding by designGrant Wigginsy Jay McTighe

The Understanding by designguide

to creating high quality UnitsGrant Wiggins y Jay McTighe

Capítulos de muestrahttp://jefeus.weebly.com/uploads/4/8/3/7/4837811/understan

ding_by_design_guide_to_creating_high_quality_units.pdf

Jay Mc Tighe

Establish your learning priorities

What they should understand deeply enough to can transfer it to

new situations?

What is important they knowand know how to do?

With what (accessory) knowledgements

they should be familiar?

Is convenient to be familiarized

with

Important to know and knowhow to do

Enduring understanding

and transfer

Exercisechange a traditional lecture into a

interactive lecture

• Cut the most accessory things in a class plan notesor the most accessory slides in a powerpointpresentation

• Put these accessory things with in a Appendix finalsection

• Now you have time (10 to 20 minutes) tointroduce more questions and exercises

29

2. Don’t waste so much class time into information delivery (your students can read) so deliver the information out of

class time and devote your class time to practice and student teacher interaction.

Induce the preparatory study of your students

Blended learning

Mazur Peer instruction,

Novak Just in time teaching,

Michaelsen Team based learning.

Robles PEPEOLA

These teachers deliver the information by electronic means Blended learning (BL) worked at US Universities, but not with

secondary or high school students.Aaron Sams and Jonathan Bergmann applied BL using vídeos

and podcasts and they hit in the spot

Eric Mazur

What If we deliver information in formats the student like?

What if we deliver the

information to learn… in

videos and podcasts

My foundation will put the cash

needed

What if we create

internet repositories of

instructive videos?

3. You have to focus class activities on

the interests, needs and difficulties from your students

(adaptive flipped learning model)

1. Use a flipped learning model ,

2. Ask your students about their reaction of theinstructive materials: understandings,difficulties, urgent doubts

3. Use this information to know their interests andneeds

4. Give them feedback and focus class activities inovercoming these difficulties

– This “On line dialogue” allows quick redesign (justin time teaching) of class materials and activitiesaccording to the student needs

Alfredo Prieto

4. Gamify your teaching to motivate your student effort and class engagement

G1 Give them a mission they want reach, develop theirprofessional profile needed for desired professional destinationG2 Give XP points in exchange for student desired actionsG3 Show accesibility and social proximity to your students

Lee SheldonG4 Customize your answers and interactions with your students,action/reactionG5 Make up a system (leaderboard) to visually aggreate points andachievementsG6 See your students working and give them feedback of quality: immediate,discriminative and kindG7 Introduce real activities interesting and funnyG8 Create opportunities to cooperative team workG9 Give them ranges of election and self-directionG10 Signal the dead lines and count downsG11 Give them Micro learning into small doses when neededG12 Sometimes break the routine, fiesta.G13 Level up, unleash posibilities, round upG14 They can make multiple trials

5. Advance the formative assessment stimulate effort and to give feedback on what is needed to optimize performance

1. Use formative low stakes assessment tomotivate the student work many times

2. Use in selected occasions authentic andvalid high stakes assessment aligned withmost essential learning results.

3. Use learning analytics to detect earlystudents with problems and apply just intime solutions to the problems

Ceesvan der Vleuten

6. Encourage autonomous learning and student self regulation

1. Students have to see the value of the proposedtasks

2. Use coevaluation they have to assess to their peersa even practice self-assessment

3. Use assessments and quizzes to produce learning

4. Use reflective metacognitive tasks and portfoliosthen your students will reflect on whar the arelearning and how can they demonstrate theirlearning

Linda Nilsson

7. Use analytic and holistic rubrics to improve your assessment

• They will serve to:

• Save time in grading

• Give feedback with increased agility

• Promote and orient the learning of your students

• Incorporate your students to processes of peer assessment and self-assessment

Dannelle D Stevens

8. Create a natural critical learning environment

• The bests teachers, try to create a natural critical learning environment:

• Natural because students encounter skills, habits, attitudes,and information they are trying to learn embedded inquestions and tasks that find fascinating- authentic tasks thatarouse curiosity and become intrinsically interesting,

• Critical because students learn to think critically, to reasonfrom evidence, to examine the quality of their reasoningusing a variety of intellectual standards, to makeimprovements while thinking, and to ask probing andinsightful questions about the thinking of other people.

• (taken from: What the best college teachers do )37

Ken Bain

In natural critical learning environment

• Students encounter safe yet challenging conditions in which they can try, fail, receive feedback, and try again without facing a summative evaluation

38

Teacher Ask a questionPut a challenge

Try to answer using

information

Reflect and discussHit or fail

Teacher ot peers Give feedbackon performance

Refine yourown learning

(retry using feedback)

Elements of complex learningHigh expectations

technology

Low stakes assessments Drilling skills Feedback from trainer

Competentpracticioner

Many oportunities

to Try,Fail &retry

"Ever tried. Ever failed. No matter. Try Again. Fail again. Fail better."

Samuel Beckett

40

How to achieve that most students prepare for class?

How to adapt our clases to their needs?

How to develop a cost efficient Adaptive Flipped learning model

Our proposal for solution:Active learning =

information to learn+ activities to apply, analyze, transfer, create and communinate

+ critical and reflective thinkingSo

Start using the Flipped classroom model, this:

1. signficantly decreases the class time needed for delivery of information to be learned…

2. so it gives us an opportunity for increased use of active and inductive methods in class time

3. The answers of students to forms after preparatory study give us information about their difficulties and interests

4. Analizing student responses we can redesign our classes to focus on resolution of student doubts and difficulties

42

Practical ways to apply these principles1 Flipped classroom

teacherr

Improved in Class experiencer

Studentsr

Send via email theinformation to

learn

Teacher ask studentsand help them

The problem of this simplest method is …the students don’t work (if the teacher don´t assess who

made the preparatory work )

With good teachers and motivatedstudents it Works if they do it role

The simplest is not he best

43

Ways to send the information to be learned

• There are many

• E-mails

• Html pages

• Videos

• Screencasts

• Powerpoint casts

• Text documents word and pdfs

• Books and journal articles

44

Arrangenment and delivery of instructive materials

Select an unit and

1. Think of desired learning results What do you want they learn? (Bloomtaxonomy can help)

2 The first time Flipper question: search and curate videos or create them?

3.- Tools for video creation: start adding audio to powerpoint presentations,open a youtube channel. Edit your videos put subtitles.

4.- Assessment after watching videos put videos into forms (Google) or putquestions into the videos (Edpuzzle, Flip tools)

5.- think of activities to make in the class time.

Flipped learninggoes further than flipped classroom

• We can ask students answer on line formsabout their understanding of instructivematerials.

• With this information about student interestsand difficulties the teacher redesign its class(just in time teaching) creating learningactivities for exercising skills and formativeassessment (teaching between desks, kikanshido).

46

Flipped classroom plus Just in time teaching

1 FC/JITT redesign just in time

Teachersendsr

In Classexperiencer

Studentsr

Send via email theinformation to

learn

When most student prepare for most clases and when teachers focus on student interests and difficulties the students undestand better and learn more

This is better tan simple flipped classroom

Teacherreceivesr

Teacher ask studentsand help them

Teacheranalyzes

Apapt tostudent

needs

47

There are several methods to assessand ensure the preparatory study• On line assessment (0 or low cost in class time)

– Pepeola (Preparación y Estudio Previo por Evaluación OnLine Automática, Robles, Barahona y Prieto) by MCQ

– On line discussions

– JiTT (Just in Time Teaching, Novak ) by open questionforms

• In class assessment (higher cost in class time)– TBL (Team based Learning, Michaelsen)

– 8-10 question MCQ individual/group disscussion/

– PI (Peer Instruction, Mazur) 12MCQ for each class

– In class questions and discussions/cases48

Methods to induce and assess preparatory workVariants of flipped classroom

TBL/JITT/PI/PEPEOLAEjercicise Team based learning (TBL)Now we make a formative assessment of your understanding

of characteristics differences and similarities betweenthese methods

First you should answer individually to a quizz of MCQquestions.

Next you discuss make consensus responses and answer inlittle teams.

Next well make and Space Race with socrative and finally weWill discuss the justification of the right answers for eachof the questions

JiTT minimalist Forms for student preparatory work

assessment(three questions)

1. Last name, first name

2. ¿Cual te parece la idea másimportante que has aprendidoen este tema y justifica por qué?

3. ¿Qué es lo que no consiguescomprender o te ha quedadomenos claro y explica cuál es tudificultad?

As a physicist I consider tree questions are

enough for some “soft sciences”, but for the

hard sciences like mine….

Dr. Sheldom Cooper

My minimalist form is inspired in a

combination of minute paper and muddiest point active learning

methods

Dr. José García HidalgoProfesor de GeologíaMember of lecture-aholicanonymous

Just in time teaching, JiTT On line Form to:1. stimulate student study, thinking and work

2. assess preparatory study by asking reflective questions1. Last name, first name2. What is the most important idea of this unit and justify why?3. What part needs deeper treament in class time and justify why?4. Make a summary in 200 words of the unit5. What is the muddiest point? Explain why?6. What question you like we answer in the first day of class?7. What part of the unit you understand well and no further explanation is needed? Why? 8. What you understand watching the videos?9. email address 10.¿On what question relative to this unit you’ll like inquiry on your own?11.If you understood some important that you did not understand at first. Explain what is what you understood and write a question that can be answered by the peers who also understood this topic.12.Made a constructive criticism of the instructive materials supplied and point what things should be changer or improved for better clarity and understanding13 How much time have you spent in reading and making meaning of the documents and powerpoints?14 How much time have you spent in watching and making meaning of the videos?15 Were useful for you the audio transcriptions of the videos?15 How much time have you spent in reflecting and answer to this form?

Advantages of Flipped Classroom withJust in Time Teaching

1. Allows each student to learn at his own pace andcommunicate its difficulties and interests

2. Students arrive class better prepared to participateand contribute in class activities

3. Teacher receives information on student difficulties

4. More time class for student centered activities:discussion, formative assessment, work in groupsproblem solving projects.

5. Working in class the students can help each other andreceive help and feedback from the teacher

6. Teacher can help all students not only those whodares to ask

52

Peer instruction (in class assessment) 1. Teacher poses a concept test (a conceptually-

challenging multiple-choice question)

2. Students think about the question and answerusing flash cards or smartphones

3. The teacher asks students to turn to their neighborsand “convince them you’re right”

4. After “peer discussion” students answer again

5. The teacher ask students that changed its mindsand leads a class-wide discussion about what is theright answer is and why the wrong answers arewrong.

53

Peer Instruction (interspersed MCQ questions, teacher explanations, peer and class-wide discussions)

Procedure is adaptive and depends on the percentage of students that answer the right answers

Effective peer instruction requires• Before class

– teacher identifies key concepts and misconceptions and create multiple choice questions that test deeper understanding and transfer

– Students prepare for class studying the materials

• During class– Episodes of peer discussion and instruction that spark expert

like discussion

– Leading a class –wide discussion to clarify the concept and resolve the misconception

• After class– Teacher review votes and take notes about points discussed

so next year peer instruction will be better 55

How peer instruction helps students learn …

• Before class– Motivates preparatory study– Students know they do not understand concept X, but they know

that Z exists and why X is important

• During class peer instruction exercises– Test (assess) understanding and misconceptions– Exercise and Assess skill for transfer concepts into new contexts

related with real world application– Students have opportunities to try, hit/fail, receive feedback

without facing a high stakes assessment

• After exercises – Show success– Review/recap– Mind maps to see the big picture

56

Tradicional teaching vs. Peer instruction

Ganancia media

Física25% de la máximaposible

Biología 17%

Ganancia media

Física50-60% de la máximaposible

Biología33%

Comparison of learning gains

Po

rce

nta

je d

e ga

nan

cia

de

ap

ren

diz

aje

Co

n r

esp

ect

o a

la m

áxim

a p

ote

nci

al

La incorporación de más métodos interactivos mejora los resultados del peer instruction

PI

PI + JITT

Example of concept tests for peer instruction

59

A.B.C.

What is the correct answer?Why?

References• Hake, 1998. Interactive-engagement vs. traditional methods: A six-

thousand-student survey of mechanics test data for introductory physics courses .

• Mazur, 1997. Peer Instruction: A User's Manual . New Jersey: Prentice Hall. • American Journal of Physics v66 p64-74. Using ConcepTests to Assess and

Improve Student Conceptual Understanding in Introductory GeoscienceCoursesD.A. McConnell, D.N. Steer, K. Owens, W. Borowski, J. Dick, A. Foos, J.R. Knott, M. Malone, H. McGrew, S. Van Horn, L. Greer, P.J. Heaney 2006 Journal of Geoscience Education v54 n1 p61

• Ejemplos en Geología http://serc.carleton.edu/introgeo/interactive/ctestexm.html

• Ejemplos en química • Chemistry

• Muchos ejemplos

• http://modeling.asu.edu/modeling/ConcepTests.htm

• http://www.arborsci.com/60-questions-physics-students-should-know

Information and reactions to information

61

Information contained in the

student responses to teacher

questions

Teacher reactions: create new instructive adds, in

class feedback and redesign of plan of class

¿What topics are interesting, new, or

of special value to the students?

Deepening on those topics with examples and cases.

Add interesting activities on these topics

¿What is already known? ¿Why?

¿What is clear?

Do not waste your class time explaining it, instead

construct new understandings on the top of it

¿What are the topics o concepts that

are the most difficult to understand?

Create new instructive materials and design

activities which help to understand these topics

¿What is the most urgent doubt you

need to be clarified?

to answer doubts in a logical order, the teacher

should aggregate doubts into thematic clusters and

ordering doubts in levels of complexity/difficulty

¿How much time you worked seeing

and reading the instructive materials?

If necessary adjust the volume of instructive

materials each week (in European universities

students must work 40 hours per week)

¿Who did the preparatory work? The students who do preparatory work will receive a

bonus in grade (tipically university courses in

Europe consists of 15 units, student receives 0.66 %

of the final grade per each unit studied)

There are several methods to givefeedback to the students

• On line feedback (0 or low cost in class time butit cost out of class teacher time)– Pepeola (automatic feedback + on line comments of

the teacher)

– Flipped learning forte (Prieto) teacher answer byemail list the urgent doubts of the students

• In class feedback (higher cost in class time)– Flipped classroom with JiTT

– TBL (Team based Learning, Michaelsen)

– PI (Peer Instruction, Mazur)

– In class questions and discussions/cases 62

On line Feedback for the students:Flipped learning forte

• Teacher answer to urgent doubts of the students and sendresponses via e-mail list before class

AdvantagesStudents receive feedback on their doubts

Great learning resultsstudents perceive teacher compromise

Problemextra-work for the teacher

Only appropiated for small classesFor larger ones we suggest flip in

colours

Adapt class activities to studentinterests and needsFormative assessment and feedback

Alumnos

Teacher

63

Flip in colours (2016)• In larger classes try to answer the doubts of all student (near 100)

is hard work. • It is easier for the teacher to classify student urgent doubts:

• In black those that should be answered by the own teacher• Black with yellow background those which need an inquiry by

the teacher before to try to answewr• In green those that can be answered by peers with a higher

degree of understanding• En rojo las que implican una confusión conceptual ¿pillas cuál

puede ser? o una consecuencia de abordaje intelectual superficial y perezoso

• En azul las que pueden ser buenas preguntas de examen • En rosa las que pueden dar lugar proyectos de indagación

personalizados • En naranja las que pueden para iniciar buenos debates 64

4.4 flipped learning Works!…. even with iberian students?

65

Flipping Hispania¿What results we have obtained in the

last years with iberian students?

It will work even with Iberian students?They resisted romanization, muslim rule, French illustration … Can they resist the flipped learning movement?Indibil y Mandonio caudillians of the IllergetesAgainst the romanization

66

2.3. What are our results of sixyears with this gamified flipped

model?

Alfredo Prieto Martín

y el grupo de innovación Magistrales anónimos

67

Student work, in and out of class

68

• El EEES impuso un nuevo tipo decrédito que contabiliza el tiempo totaldel trabajo del alumno: la suma deltiempo de interacción presencial, ydel tiempo del trabajo no presencialdel alumno.

• In Spain we changed the credit (tocomply whith EHEA norms) but wedon´’t apply its mandate to mesureout of class work of the students

• ECTS is a legal fistion but in moststudies is a fiction. Most of studentsdo not made the legally establishedworkload .

• ¿Cómo resolvemos este problema dehacer estudiar y ejercitarcompetencias durante más tiempo anuestros alumnos?

• ¿Cómo van a desarrollarcompetencias si no las ejercitan losuficiente?

Our students work more hours along thecuatrimester and they are happy (is a myracle)

Impact of flipped model on work and learning of spanishuniversity students: Relationship between out of class work

and exam grades

69Clinical ImmunologyFourth year

ImmunologyThird year

MéthodsFirst year

•Cambiar de método de enseñanza aprendizajemanteniendo el método de evaluación permitecomparar notas de promociones antes y despuésdel cambio de metodología.

•El efecto del cambio de método se mide enrelación a la desviación típica original (s)

•El efecto del nuevo método se mide hallando ladiferencia de calificaciones medias yrelacionándola con la variabilidad de lascalificaciones con el método tradicional.

•Cambio = (Nueva media – vieja media) / s

original

•Esta es una buena medida de la intensidad ofuerza del cambio en la media en relación a ladesviación típica original (s)

•¿ Qué significa un aumento de una s?

¿Size effect of flipped learning on grades on assesmentexams (impact mesured in sigma s)

Clase expositiva

Flippedlearning

The new median (+1 s) equals to 84,1 percentil of the

original distribution

70

0

5

10

15

20

25

30

35

40

0-101O-20

20-3030-40

40-5050-60

60-7070-80

80-9090-100

Clase Tradicional

Flipped Forte

11,5%

41,6%

With flipped learning forte (FLF) and flip in colours (FIC): the students learn more

6,0 %

41%

% of students which reachmastery level (>8) increasesfour folds

% of student failure (<5) decreases

The mean grade increases 2 points (>1 s)71

72

0

10

20

30

40

50

60

70

80

90

100

Expositivo tradiccional

Just-In-Time Teaching

Entorno gamificado

Flipped classroom/JITT

Flipped learning forte

+ feedback y formative assessment

Expositive leacture

Just-in-time teaching

Gamified environment

Flipped classroom

Flipped learning forte

/flip in colours

72720 % 45 % 61 % 90 % 100 %97 %95 %% students which do thepreparatory work

% of students which reach mastery (with exam grade >8) has been improved along the way

+ prior study and feedforward from the students

+ instructive vídeo

+ gamified environment (bonus)

What about skill development ?Problem based learning Activities

Valor delaprendizaje

Novedad delaprendizaje

Dificultad de latarea

Disfrute con laexperiencia

Percepción deldesarrollo de lacompetencia

Presentación oral Muy alta Muy alta Alta Muy alta AltaPreparación de unapresentación oral

Muy alta Alta Alta/suficiente Alta Alta

Comprensión de artículosoriginales de investigación

Alta Muy alta Alta Suficiente Alta

Trabajar con bibliografía enuna segunda lengua (Inglés),

Alta Alta Alta Baja Suficiente

Búsqueda de artículosoriginales e informaciónadicional en Internet

Alta Suficiente Suficiente/baja Alta Alta

Adquisición independente deconocimiento

Alta Suficiente Suficiente Alta Alta

Trabajo en equipo Alta Suficiente Suficiente Muy alta AltaAprender a aprender por simismos

Alta Suficiente Suficiente Alta Alta

Resolución de dudas ycuestiones en tutorías

Alta Suficiente Suficiente Alta Alta

Uso de TICs y softwares Alta Baja Baja Alta Alta 73

What about student perceptions in their teacher evaluations?

In one scale from 1 to ten we obtained 9.x

74

The opinion of teachers who used flippedlearning

Are you satisfied with the effect of flipped learning on student engagement, class

participation and learning?

si (90,15%)

si pero depende de …(5,47%)

en proceso de prueba (3,28%)

no (0,36%)

Conclusion

Iberian students can not resist the combined effects of Marketing,

gamified learning environment, Flipped Learning Forte and Flip In Colours

76

Two complementary Hypotheses

1. By what most students do in the flipped model and should not do in the traditional

2. By the effect of little prizes and dead lines on the work of students and teachers

Why this new adaptive flipped model has so strong impact on

student learning and adapt teaching to student needs?

77

Modelo Antes de cada tema En clase Después de clase

Las vísperas del examen

Resultados de aprendizaje

Expositivo tradicional

No hace nada Escucha ¿atentamente? Y toma notas

La mayoría no hacen nada

Se pegan la empollada previa al examen retención en memoria a corto plazo

Malas calificaciones Comprensión y retención limitadasPoca capacidad de abstracción y transferencia Mucho se olvida tras la primera ducha

De aprendizaje inversoFlipped classroom+ Just in Time Teaching

Ve vídeos y lee documentos

Practica en clase análisis, juicio,

Repasan para los cuestionarios de fin de tema (online o en seminarios)

Se pegan la empollada previa al examen partiendo de un nivel de comprensión de partida muy superior

Calificaciones mejoran en una SD

Realiza tareas de preparaciónReflexiona sobre lo que no entiende

Razonamiento hipotético deductivo Se concentra en lo que no entendió

Mejora la percepción de la labor del profesor y la asignatura

Se plantea preguntas y se las formula a su profesor

Toma notas y formula preguntas al profesor

Estudian para los exámenes de fin de módulo

How changes what most of the students do in the flipped model?

78

flipped learning forte model imposes several dead lines to the students (2) and their teachers (3)

For the teacher

For the students

Clase activa y evaluación formativa

EnviarParte o toda la información a ser aprendida

Evalúa dificultades y replantea, se prepara para superar

dificultades que tienen los alumnosIncluye actividades

estudiarreflexionar

y enviar feedforward

revisar sus materiales y hacerlos llegar a sus alumnos.

prepararse para la

evaluación formativa

ProporcionarFeedback

Estudiar elFeedback

Esta autoimposición de fechas límite induce cambios en hábitos de alumnos y profesores que aumentan el aprendizaje de ambos

79

Flipped learning achieves thatmost students learn doingprecisely those things …

Which in the traditional expositive model, only a select minority of the best students spontaneously does

80

5. How to implement flipped learning

5.1 Increasing student motivation

5.2 Sending information to learn, instructions, deadlines and forms of assessments

5.3 Analysis of student responses and how to react to students interests difficulties and

doubts.

81

5.1 Increasing student motivationphilosophical stone of education

How can I change thehabits of study and class

participation of mystudents?

How can I increase theirmotivation to study and

participate in class?

Increasing the motivation of the students to do the preparatory

work

Marketing and gamification

make miracles in student behaviour

83

We want to change habits of our studentsso they study before classes

• First day of class “D day”. Very Effective marketingof flipped model is needed

• Then week after week we have to show that weread our student responses and redesign ourclases according to their needs

• Students see the value of preparatory study, thegood teacher can adapt the class to their needs

• The good teacher act as a coach and facilitator ofthe interaction of the students with theinstructive materials he/she develops

84

First day of class “D day”we show the results of the prior year

A B C

If these courses were optative.Which one you prefer?All students prefer C

85

One week before a new unit startswe send instructive materials and links to forms

Example of hipermedia

message86

¿Cómo les motivo para que hagan el

estudio previo?

Demostrándoles que los que lo hacen comprenden aprenden y sacan las mejores notas

Bonificando Hasta un 10% por la realización de

cuestionariosApelando al sentido de

misión si no aprovechas esta oportunidad

seguirás siendo un aprendiz dependiente e

incompetente para el aprendizaje autónomo

Demostrandoque les leemos y les conocemos

(RRRR)

RespondiendoA sus preguntas urgentes

Replanteando la interacción en función de dificultades y necesidades

Reconociendo públicamente a los que se lo han currado

Recriminando en privado a los que no lo hacen o se lo toman a cachondeo

3. Marketing

2. Gamificación

4. día a día: análisis deRespuestas (feedforward) y devolución de feedback

1. Cuestionario Universal de reacción a

Los materialesMétodo ágil

de comprobación del estudio previo

En el diseño y presentación de la asignatura (día D)

Luego durante la impartición de la asignatura

Believe me:

• A combination of marketing and gamifiedenvironment that rewards student study andparticipation in class…

• induces changes in study student habits,increases increases class participation, studentlearning and student satisfaction with theirlearning

88

Marketing and gamificaction are the keys to success in student work and student learning

89

Immunology methods Immunology Imunol. Clin.

5.2 Sending information to learn, instructions, deadlines and forms of assessmentswithout wasting class time another of the philosophical stones of education

How can I deliver theinformation to learn

without wastingmost of Class

recitating notes?

Use a hipermedia to deliver content, instructions, an forms or quizzs for

assessment of preparatory work

• Electronic text with several links to instructivematerials and on line forms to assess thepreparatory work of your students

91

Example of hypermedia• Debéis leer el documento que os adjunto a este mensaje sobre los

métodos de fomento del estudio previo, pues en la sesiónpresencial desempeñaréis el papel de los alumnos en un examende evaluación formativa al estilo team based learning.Si leéis el documento adjunto entenderéis de que se trata.

• Tras leeros ese documento adjunto debéis responder en este linky al cuestionario de reflexión y expectativas previas sobre el taller.Tras reflexionar sobre cada pregunta y tras contestar a todas adar a Submit. Si al menos algunos de vosotros podéis contestar eljueves o el viernes ( antes del fin de semana) me vendrá bien paraconocer vuestras inquietudes y necesidades iniciales.

• Último asunto urgente contestar a esta sencilla encuesta sobrevuestro nivel de partida en el dominio de las herramientastecnológicas que son más útiles para implementar el flippedLearning de una manera coste-eficaz. Cuestionario de nivel departida en herramientas tecnológicas para el flippedLearning. Hacerlo no os llevará más de 5 minutos. 92

5.3 How to Analyze student responses and react to students interests difficulties and doubts. Another of the philosophical stones of education

How can I transformthe doubts and

difficulties from mystudents into

learningopportunities?

Flipped learning 2.0: Transform student responses intoformative feedback for students

How to detect understanding problemsand créate feedback that helps to

overcome the learning difficulties of our students

94

Detection and resolution of student learning difficulties

Quick analysis of student responses just in time teaching

Design of lectures focused on overcoming student difficulties

95

• Recipe:

• From Google spreadsheet copy & paste the students’ answers sheet

• In Excel book “deconstruct” the data sheet of answers to the form

• Deconstruct the matrix of responses in several sheets of the Excel book one per question you want analyze:

1. More interesting aspects más and new

2. Obscure ideas they do not understand well

3. Doubts that need urgent clarifycation

4. The main ideas they unnderstand thaks to the preparatory study

5. Time workload for the student

6. Name to assign grading bonification

Example of student responses analysis (inspired by Ferran Adrià)

Deconstruction of response sheet

96

Student answer analysis process:1. column widening, 2. labelling,3. ordering by labels, 4. quantification of obscure topics

1. Column width adjusted for better reading

2. Add column to Labelthe type of doubt

3. O

rder

do

ub

tsb

yit

sla

bel

s

4. Quantificaciónof students whodo not understadeach concept

97

Visual display of obscure topics

Adecuación de respuesta al patógeno

These concepts need to be clarified: new ilustrativematerials, examples, activities, additional explanations 98

How to solve these problems?Problem (muddiest point) Proposed Solution

Receptors for DAMP and PAMP

Is a problem so prevalent thst we have to create new instructive materials

Somatic Recombination Recommend to see a instructive video. If the video is in English (Video somatic recombination) and automatic subtitles mistake genes with jeans, then teacher publish comments to video, one correct transcription of the audio

Polarization of Th response

New illustrations which clarify (examples with Mc Nulti)polarization process.

Doble discrimination and autoinmunity

Class Activity: Idea storm about things strange against is better do not react

hectokilogigacellLife being

Class Activity: Peer instruction ask some students explanthe concept to peers

Election of defense mechanisms against infections

Explanation of how PAMPR estimulated by each pathogen induce different types of immune response

Congenic Animals Explanation on the blackboard of endogamic crossess99

Next year, we can change the free answerquestion by an multiple chice question (so

analysis can be automated)• Qué es lo que mas te cuesta entender del tema

marca una( o dos)A. DAMP y PAMPB. Recombinación somáticaC. Polarización de la respuestaD. Doble discriminación y autoinmunidadE. Ser vivo hectokilogigacelularF. Elección de mecanismos de defensa frente a

las infeccionesG. Animales congénicosH. Otra cosa, especifica cuál es

100

2.4. Conclusions & recommendations: Changes in habits induced by the flipped model increase learning and

grades in assessment exams

•Start to use the simplest efficient method for flippedclassroom : flipping classroom with just- in- timeteaching ( FC/J-I-T T ).

–Send documents and video materials and a universalreflective form created with googleforms or Office 365.

–Do it before you start a new unit. Send to your studentsask them view, read and answer the questionnaire with thepromise they will obtain grading bonus.

–It will be an easy change for them. 2 hours of outsideclass work by course and week will allow students win a10% of the maximum grade 101

2.4. Conclusions & recommendations: Changes in habits induced by the flipped model increase learning and

grades in assessment exams

•If you can, use student doubts to supply collectivizedfeedback (FLF) and to create activities (FIC)

–If the teachers send responses to students urgent doubtsand questions, they have to revise them. Especially if somequestions can be candidates for exam questions

– Use flip in colours to transform student questions intoclass activities

–Announce formative assessment activities (TBL/PI), thenthey should prepare for in class formative assessmentactivities.

102

Flipped learning will improve1. The work out of class of your students

2. The communication of information with yourstudents

3. Your feedforward and understanding of yourstudents difficulties

4. Your feedback and focus on the resolution ofyour students real difficulties

5. Class participation and activities

6. The Learning results from your students

7. The satisfaction of your students with the course103

Changes for the teacher

•You should develop the habit and themethodology for the study the reactions of yourstudents to the learning materials you sent tothem.

•You should progressively adapt the use of timeclass to the needs and difficulties of yourstudents.

104

Advice for the first time Flipper teacher

1. Look for a group of flippers in your discipline and level que innove

2. Look for a mentor or coach in flipped learning

3. Experiment with new teaching and learning methods and share its results.

4. Is mandatory to learn to use new Apps for forms and questionnaires for student response with smartphones , and Apps for the gamification

105

Agradecimientos

A los miembros del grupo interuniversitario de innovación docente Ex-Magistrales anónimosPor su labor para acelerar la difusión de mejoras en los métodos de enseñanza y aprendizaje

106

Acknowledgments• To Editorial Narcea for publish in their Colección

Universitaria our book Flipped Learning aplicar el modelo de aprendizaje inverso

107

Think about this, before going to bedand try to be better teachers

108

Electronic versión of this presentation at https://es.slideshare.net/alfredo.prietomartin

109https://es.slideshare.net/alfredo.prietomartin/workshop-flippedlearning-udiversidade-do-minho

If you need more information on theseflipped methods

I recommend you these booksPaper and Kindle versions in

Amazon

Flipped learning: aplicar el modelo de aprendizaje inverso

Metodologías inductivasOnly in e-book version

110

Muito obrigado pela atençao!

If you would like to know more …Read the blog Profesor 3. 0

http://profesor3punto0.blogspot.com.es/

follow to @alfredoprietomaon twitter

• Alfredoalfredo.prieto@uah.es

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