Flipping your classroom do you dare
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Flipping Your Classroom: Do You Dare?. Faculty Lunch and Learn November 15 th , 2013 Kate Moore, PharmD , BCPS, BCACP. Which statement most accurately reflects the definition of a flipped classroom?. Students get lecture content during class and work on activities outside of class

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Flipping Your Classroom: Do You Dare?

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Flipping your classroom do you dare

Flipping Your Classroom: Do You Dare?

Faculty Lunch and Learn

November 15th, 2013

Kate Moore, PharmD, BCPS, BCACP


Which statement most accurately reflects the definition of a flipped classroom

Which statement most accurately reflects the definition of a flipped classroom?

  • Students get lecture content during class and work on activities outside of class

  • Students view lecture content outside of class and work on activities during class

  • A way to teach twice as much material


Flipping your classroom do you dare

http://www.livescribe.com/blog/education/2012/07/17/the-flipped-classroom-infographic/. Accessed 11.8.13


How likely are you to consider flipping at least 1 lecture in the next year

How likely are you to consider flipping at least 1 lecture in the next year?

  • Very likely

  • Somewhat likely

  • Not sure

  • Unlikely

  • Extremely unlikely


Why flip

Why Flip?


Flipping your classroom do you dare

R. Cataldo. Enhancing Pharmacy Education Through Electronic Technology. ACCP Annual Meeting October 2013.


Why flip1

Why Flip?

  • Peer to peer learning

  • Increased feedback

    • Instructors

      • See immediate gaps in understanding

      • Can correct whole class vs one-on-one in office time

    • Students

      • Deficiencies identified and corrected

  • Extra resources for exam review


Flipped classroom

What it is

What it isn’t

Flipped Classroom

  • Improving efficiency

  • Increasing active learning

  • More hands on time

  • Customize class to the students needs

  • Engaging for all students

  • Puts learning in the hands of students

  • Uses higher level Bloom’s taxonomy

  • Practice for assessment

  • A way to teach more material

  • Replacement for professor

  • Done one set way

  • About the video lecture

  • Only for classes with “problems” or “questions” to work on


Data from pharmacy education

Data from Pharmacy Education

  • Bernard J. Dunn School of Pharmacy, Shenandoah University

    • Renal series, 8 weeks, meets twice a week x 2 hours

AJPE 2012;76 (10) Article 196


Data from pharmacy education1

Data from Pharmacy Education

AJPE 2012;76 (10) Article 196


How do i do this

How do I do this?

  • Pick a lecture or section of course to trial

  • Re-write your objectives for video content & active learning

    • Video content

      • Lower level Bloom’s

    • Class time

      • Higher level Bloom’s


How do i do this1

How do I do this?

  • Create your video

    • SHORT & SWEET! 10 min goal

      • Might require 2-3 videos per “lesson”

    • Ideally video shows your face

      • Increases student engagement

    • ECHO360 can be put on your laptop/desktop to capture

    • Be creative-use other videos if possible to supplement


How do i do this2

How do I do this?

  • Create your active learning/group work for class

    • Relate it to the way you will assess students

      • Cases

      • Math problems

      • Open ended analysis questions

      • Group research & sharing

      • Games-jeopardy, wheel of fortune,

    • Connect the outside class learning to inside class learning

  • Set the expectation of completion of pre-class work

    • Quiz at beginning of class on video material


How do i do this3

How do I do this?

  • Post video with enough time to view

  • DO NOT re-lecture material in video

    • Refer to it as review (through quiz)

    • Use as discussion points

  • Have FUN!


Drawbacks

Drawbacks

  • Initial set up is time consuming

  • Requires use of technology

  • Less “control” of class time

    • Facilitation skills needed

  • Students might not prepare

  • Student perception may be that it is more work


What do students think

What do students think?

“The online lectures helped me learn more efficiently”

“I liked being able to come to class and apply what I had learned at home.”

“I loved the pre-recorded lectures and the interactive class time…”

“The pre-recorded lectures was more work, but it made us come to class prepared”

“The pre-lectures and case-based scenarios in class set us up for excellence on the exam”

“I would recommend other professors use that style of teaching by presenting the material in a short video prior to class”

“I feel the professors relied on pre-recorded lecture to “teach” us everything”

“Learning from online lectures and taking a quiz in class the next day is not beneficial”


How likely are you to consider flipping at least 1 lecture in the next year1

How likely are you to consider flipping at least 1 lecture in the next year?

  • Very likely

  • Somewhat likely

  • Not sure

  • Unlikely

  • Extremely unlikely


Resources for flipping

Resources for Flipping

  • http://www.washington.edu/teaching/teaching-resources/flipping-the-classroom/

  • http://ctl.utexas.edu/node/320


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