Flipped classroom for the 21st century

Flipped classroom for

the 21st centuryDr Paula Hodgson

Project Manager, General Education Office

Hong Kong Baptist University

[email protected]

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.

Outline

Flipped classroom: What it is

[flipped classroom, inverted classroom, flip

teaching, flipped teaching]

How to develop positive attitude towards active

discovery for learning

Teaching challenges in traditional teaching

Content

Too much to teach, ever expanding syllabus

Not enough time to organize interactivities in class

Mode of teaching: Lecturing

What is covered rather than what is learned

Limited opportunities for students to develop critical

thinking

Teaching challenges in traditional

teaching

Pre-class task

Students not doing reading

In-class

Students doing assignments [of other courses

particularly close to the end of a semester]

Can technology offers

some solutions for

the teaching challenges

What is flipped classroom

‘The term "flipping" comes from the idea of swapping

homework for class work. Students typically are assigned

the video-watching for homework, freeing up class time

that used to be spent listening to lectures for hands-on

activities and application of knowledge, which used to

serve as homework.’

Education week ‘Educators evaluate flipped classroom’

Materials to work on at home

Watching video [5-10 min long]Building foundational knowledge

Exploring conceptions [induced curiosity in learning]

A variety of resources, worksheet, textbook excerpts

http://216.78.200.159/Documents/RandD/Education%20Week/Flipped%20Classrooms.pdf

Pre-class viewing: Initial discovery

experience Pre-class viewing

Based on watching the video, post a question to the forum in learning management system to be discussed in the class

Doing quiz [check understanding]

Flipped classroom in practice

Jonathan Bergmann & Aaron Sams

created videos of the lectures in

Chemistry and Advanced Placement

Chemistry classes in 2007

Before class

Students are required to

take notes on the videos

and come to class with one

thoughtful question to share

In-class timeGoing through questions posted

Short lecture to extend from the video

watched

Student engagementGoing through a period of exploration,

‘guided’ inquiry-based learning before

attending the class

How do we engage students in the

contact hour?

Classroom practice

A Day in the Flipped Classroom [12.22

min]

http://www.youtube.com/watch?v=eGfu2

Nj4FCQ [starting 1.40~ 7min]

Flipping the classroom –

simply speaking [3.24 min]

http://www.youtube.com/watch?v=26

pxh_qMppE

After watching the video segment

New questions on flipped classroom

Sharing new ideas

Flipped classroom is to

provide

an active

learning environment

Active learning in the classClarifying muddy concepts

Bringing questions with time index of the video

Student-generated questions [Exploring

problems with differentiated difficulties]

Problem solving in groups

Problem-solving strategies [metacognition]

Active learning in the classLearning in actions: Applying theories/principles in

cases/scenarios, including brainstorming ideas,

evaluating ideas, designing potential solutions

Technique

Think-pair-share

Teaching peers with jigsaw

Benefit of adopting flipped classroom

Encouraging an inquiry mind for learning

Meeting needs of learners with different learning styles

[providing multimodal environment with materials in text,

videos, photos and auditory resource]

Knowing students’ learning areas of interest [e.g.

questions posted] and conceptions of a topic [e.g. quiz]

before class

More time for active learning

More time to discuss complex concepts in class

Tips of adopting flipping classroom

It is NOT about “all or nothing”

What topic[s] to flip? Manageable by students

When to flip the classroom [dependent to

independent learning]? Mid-course

Using educational content that is already available on

the Web like YouTube EDU and Public Broadcasting

Service PBS

Extending [international] resources with local

cases/examples

Tips of adopting flipping classroom

Preparing short [3~5 minutes] videos

Orienting student expectations; encouraging their

own discovery

Providing recognition of active participation

Encouraging students to reflect / think how best they

learn and be aware of learning progress

Creating moments of learning curiosity

Creating lively/fun for learning

Enabling students to develop

independent learning/research skills

Promoting higher ordered thinking

Meeting different learning styles

Outcomes of adopting flipping

classroom

Students no longer complaining about the

pace [Teaching large classes PennStateU

Students performing better in

examinations [36.55~37.35]

[http://www.youtube.com/watch?v=bGEU8_QQtn0 [42min]

Implications

Fewer/No lectures [Standford

University; University of Wisconsin-

Madison]

Replacing lectures with more laboratory

work

‘The Future of the Lecture Might Be in

Less Talk’

References

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the

classroom: A gateway to creating an inclusive learning environment.

The Journal of Economic Education, 31(1), 30-43.

http://www.flipteaching.com/resources/Inverting-the-Classroom_-A-

Gateway-to-Creating-an-Inclusive-Learning-Environment.pdf

Gannod, G. C., Burge, J. E., & Helmick, M. T. (2008). Using the

inverted classroom to teach software engineering. Paper presented

at the Proceedings of the 30th international conference on Software

engineering.

https://mailserver.di.unipi.it/ricerca/proceedings/ICSE2008/icse/p777.pdf