Flipping the Classroom: Introducing Active Learning into the Large Group Setting Bill Jeffries, University of Vermont Katie Huggett, Creighton University.

Flipping the Classroom: Introducing Active Learning into the Large Group Setting

Bill Jeffries, University of VermontKatie Huggett, Creighton UniversityJohn Szarek, The Commonwealth Medical College

Session Activity MinutesIntroductions/objectives/outline    5Pre-work: View Flipped Classroom video 10

Readiness Assurance: Five question quiz 

10

Flipping the Classroom Step 1: Select content and pre-workLarge Group:  Curator vs. Purveyor  

15

Small Group Activity A: Identify needs for transforming a traditional lecture to active learning  

10

Flipping the Classroom Step 2: Develop strategies for Active Learning during Class 

Large Group:  Active Learning strategies  

10

Small Group Activity B: Brainstorming on individual cases (supplied by participants from Small Group Activity A)

15

Final Discussion and Evaluations  15Total Time 90

Objectives

• Define active learning and explore barriers to active learning in health sciences teaching

• Describe methods for introducing active learning into large group settings

• Engage in demonstrations of the “flipped” classroom and develop strategies for introducing it into their own teaching

• Discuss the limitations and debunk myths and misunderstandings about the “flipped” classroom

Pre Classroom Activity

• http://www.youtube.com/watch?v=aiMQWBioJY8

Readiness Assurance Test

• 5 Questions• Answers Derived from Assigned Work• Ensures Prepared Learners• Individual, in groups or both

Principles of Flipping

• Knowledge transfer outside of class– Learner’s own pace– Learner’s own style

• Homework assignment in class

• Peer teaching• Contextual learning• Assessment reinforces learning

Learning Resources

John L. Szarek, PhD, CHSEThe Commonwealth Medical College

[email protected]

What are some learning resources?

Purveyor of Content?

“Anyone can now learn anything from anyone at anytime”

(Bonk 2009, The World is Open, p 7)

“Of course, there are constraints related to the relevance and accuracy of the information found online….”

(Bonk 2009, The World is Open, p 35)

Dutourdumonde Photography / Shutterstock.com

Faculty podcast

Curated podcast

Is the curated slide non-inferior?

• Yes• No

Where to Find Content• www.hstalks.com  • www.pharmacologycorner.com • www.cvpharmacology.com • http://videocast.nih.gov/ • www.coursera.org • www.pharmprofessor.com • http://www.aspet.org/Cardiovascular_Pharmacology/Lectures_on_Demand/ 

• https://www.khanacademy.org/science/healthcare-and-medicine 

• https://www.youtube.com/user/armandohasudungan • IUPHAR-ASPET Pharmacology Education Project

Small Group Activity A

• Identify needs for transforming a traditional lecture to active learning 

• Form a Small Group with your Neighbors

Examples of Active Learning Exercises(HANDOUT)

• Simple Methods – Worksheet– Case Report– Dry Lab

• Modifications of Classic Classroom Assessment Techniques– Background Knowledge Probe – The One-Minute Paper– Student-generated Test Questions

• Team-Based Learning

Large Group Collaboration Methods

• Buzz Groups• Think-Pair-Share• Classroom Survey Techniques

Classroom Survey Techniques• Assess learning on the fly• Provides arousal boost• Technology or non-technology implementation

• Used for:– Feedback– Assessment (credit or non-credit)

– Assessment w/ discussion– Contests, opinions, etc.

Small Group Activity B

• Brainstorm on individual cases supplied by participants from Small Group Activity A

Discussion

Take-Home Resources

• Adapting Classroom Assessment and Other Techniques to a Flipped Classroom:  http://www.uvm.edu/medicine/mededucation/documents/FlippedClassroom.pdf 

• IAMSE WAS on Flipping the Classroom (Katie and Bill): http://iamse.org/development/2014/was_2014_winter.htm 

• Creating a podcast using Camtasia (John):