The inverted classroom
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The Inverted Classroom. Ready, Set, Teach Presenter: Kelly B. Butzler , Assistant Professor, Chemistry. The Inverted Classroom. Also called the “Flipped Classroom” Passive learning done outside classroom

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The Inverted Classroom

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The inverted classroom

The Inverted Classroom

Ready, Set, Teach

Presenter:

Kelly B. Butzler, Assistant Professor, Chemistry


The inverted classroom1

The Inverted Classroom

Also called the “Flipped Classroom”

  • Passive learning done outside classroom

  • Gives the instructor more time with problem-solving and higher order thinking skills.

  • Learning is active and social (Talbert, R. 2010)

    • Memorizing, remembering, recognizing (low level learning) is spent outside of class.

    • More time is spent in the classroom working on higher level learning (problem-solving, analysis)


How i got where i am

How I got where I am….

  • In class note taking, students made mistakes

    • Podcasts, Smartboard

  • Taught Organic Chemistry online

    • Problem session- students prepared

    • How could I mimic this in the face-to-face environment?


Problem

Problem

  • Only 2.5 hours face-to-face

  • Had to encourage students to come prepared

    • Selected a excellent “readable” textbook

    • Implemented “reading quizzes”

  • Still had difficulties focusing on problems only

  • Transitions

    • Podcast/Smartboard (classroom capture)

    • Camtasia recordings in office (lecture capture)

    • Started vodcasting using MediaSite (classroom capture)


Flip that classroom

Flip that Classroom!

  • “One of the greatest benefits of flipping is that overall interaction increases: Teacher to student and student to student.  Since the role of the teacher has changed from presenter of content to learning coach, we spend our time talking to kids” (Bergmann and Sams).


Infographic

Infographic

  • No two flipped classrooms look alike.


Difficulties teaching new material

Difficulties Teaching New Material

  • Students don’t have prior knowledge.

  • Waste of precious face-to-face time.

  • Students are so lost they don’t even know what questions to ask.

  • Students go to their “la-la” world because they can’t assimilate the information you are presenting.


Teach students to prepare for class

Teach Students to Prepare for Class

  • Methods

    • Use a readable textbook!

    • Camtasia/Media Site/podcast presentations

    • Pre-class activity

      • Quiz (online)

      • Discussion board answering:

        • What did you find difficult or confusing?

        • If nothing was confusing or difficult, what was the most interesting? (Crouch & Mazur, 2001)

    • F2F activity

      • Reading quizzes (in-class)

      • Short summaries of reading


Camtasia media site presentations

Camtasia/Media Site Presentations

  • Camtasia

  • Media Site

  • Podcasting

    • All have shown benefits for promoting an inverted classroom.

  • “Outside of class, lectures are delivered over some other medium such as video on-demand. As such, learning activities, which typically are done outside of class, are done in-class in the presence of the instructor” (Gannod, 2007).


Pre class activity a ssessment

Pre-class Activity Assessment

  • Students are asked to read the textbook and take notes prior to class.

  • “Lectures” are available through Camtasia and Media Site recordings

  • Can use notes on RQ


Reading quizzes

Reading Quizzes

  • Example:

    Ch. 1 Reading Quiz

    1. The curved arrow notation shows the movement of a(n )_____ ______.

    2. What is the geometry (linear, trigonal planar, tetrahedral, trigonalbipyramidal, or octahedral)of a carbon atom that has the following hybridization?

    sp _______

    sp2 ________

    sp3 _________

    3. Isomers differ in the arrangement of both _____ and _______. Resonance structures differ only in the arrangement of _____.

    4. Circle the type of hybridization that has the highest percent s-character.

    sp, sp2, sp3


Reading quizzes1

Reading Quizzes

  • Example:

  • SCI 101Ch. 4 RQ

  • Pattern evidence can be divided into two categories. These are _____________________ and ____________________________.

  • How are patterns “collected”?

  • _____________________ is the science of projectiles in motion, not ______________________ identification.

  • What is a common pattern found in fires and explosions?

  • ______________________ velocity blood spatter patterns are formed where gravity is the only force acting on the blood.


Lecture capture vs classroom capture

Lecture-capture vs. Classroom Capture

  • What is the difference?

  • Both can be accomplished using

    • MediaSite

    • Camtasia Relay

  • Other sources

    • iTunesU

    • Khan Academy

    • YouTube


Learning strategy theory

Learning Strategy Theory

  • Flipped classroom has foundations in

    • Constructivist theory

    • Multiple Intelligence Theory

    • Bloom’s Taxonomy

    • Kolb’s Learning Style Index


Blended learning

Blended learning

  • Research indicates that blended learning benefits are equal or greater than F2F or online only (Hackemann, 2010).

  • Net Gen students perceive lecture-capture best emerging technology for online learning (Held, 2009; Nie, M. et al, 2010)


Great site

Great Site

  • Flipped Class Network

    • http://vodcasting.ning.com/


Pilot study

Pilot Study

  • Two sections of Organic Chemistry

    • MWF (50 min) traditional lecture

    • T/Th (1 hr. 15 min) flipped


Survey results from a flipped classroom pilot study in organic chemistry i

Survey Results from a Flipped Classroom Pilot Study in Organic Chemistry I


The inverted classroom

Of the 32 total responses, 12 students indicated they were attending a traditional class, 16 indicated they were attending an inverted class.


General information both classes

General Information Both Classes


Both class responses

Both Class Responses


Flipped class responses

Flipped Class Responses


Comments and grades

Comments and Grades

  • Comments

  • Grades


Student resistance

Student Resistance

  • Initially, many students did not like this approach.

  • Makes them accountable for their learning and take a more active role in the classroom.

    • Cannot sleep or daydream in class.

  • They make statements like “the teacher doesn’t teach” or “I shouldn’t have to learn this on my own”.

  • Remind students that a credit hour= 1 hour “in class” time and 2 hours “outside” class time.

  • Once they realize that they are actually learning the material, students change their tune.


Preparation for face to face s ession

Preparation for Face-to-Face Session

  • Students are asked to come prepared with a list of questions for me.

  • Start class going over their questions.

  • Add problems to board.

    • Students have said that they want problems before class.


Changes to flip class structure

Changes to Flip Class Structure

  • Take class time to inform students about the flipped model.

    • Teach students how to interact with video delivery of content.

  • Adoption of “lecture quizzes” vs. “reading quizzes”.

  • Adoption of JiTT technique utilizing the discussion board.


Assignment for class

Assignment for Class

  • As attendees of the session, I ask YOU to prepare for the face-to-face environment.

    • Come prepared with questions for me.

    • Come prepared to discuss how you could implement the flip in YOUR class(es).

    • List challenges you see upon implementation in YOUR class(es)


References

References

  • Bergmann, J. & Sams, A. (2011). How the Flipped Classroom Is Radically Transforming Learning. The Daily Riff. Retrieved from http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php

  • Gannod, G. (2007). WIP: Using Podcasting in an Inverted Classroom. Retrieved from http://gannodss.csamu.org/diesel/images/e/e3/Fie07.pdf

  • Hackemann, S. (2010). Keeping 'em down on the farm: Retention best practices for hybrid/blended courses at the community college level. (Capella University)

  • Held, C. (2009). The perspective of the online student: Emerging technologies that warrant use in online learning at a community college. (Northcentral University)


References continued

References continued

  • Talbert, R. (2010). Flip that Class! Adventures in the Inverted Classroom. Retrieved from http://prezi.com/2uskfembh5ar/flip-that-class-adventures-in-the-inverted-classroom/

  • Young, J. (2009). When Computers Leave Classrooms, So Does Boredom. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Teach-Naked-Effort-Strips/47398/

  • Nie, M., Armellini, A., Harrington, S., Barklamb, K., & Randall, R. (2010). The role of podcasting in effective curriculum renewal. ALT-J, Research in Learning Technology, 18(2), 105-118.


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