Flipping Out!
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June19, 2014 Alex Berrio Matamoros Library Associate Professor & Emerging Technologies Librarian PowerPoint PPT Presentation


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Flipping Out! Tips , tricks, and a roadmap for flipping a law school classroom or selling someone on the idea. June19, 2014 Alex Berrio Matamoros Library Associate Professor & Emerging Technologies Librarian. Follow along: tinyurl.com /ABM-CALI2014. What is “flipping the classroom?” .

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June19, 2014 Alex Berrio Matamoros Library Associate Professor & Emerging Technologies Librarian

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June19 2014 alex berrio matamoros library associate professor emerging technologies librarian

Flipping Out! Tips, tricks, and a roadmap for flipping a law school classroom or selling someone on the idea

June19, 2014

Alex Berrio MatamorosLibrary Associate Professor

& Emerging Technologies Librarian

Follow along:

tinyurl.com/ABM-CALI2014


June19 2014 alex berrio matamoros library associate professor emerging technologies librarian

What is “flipping the classroom?”

  • One sentence explanation:

    • Taking content typically delivered in the classroom and moving it outside in order to add active learning opportunities to in-class instruction.

Puts the Focus on Skills Development

Follow along: tinyurl.com/ABM-CALI2014


So you think you want to flip

So you think you want to flip?

The BIG question

  • What will you do in class that you can’t now?

    • The focus of flipping is active learning skills development, not the technology tools

  • If active learning isn’t your goal…

Image 1 by photologue_np used under CC BY 2.0 (https:[email protected]/8706485644/)

Follow along: tinyurl.com/ABM-CALI2014


The roadmap let s go

The Roadmap…let’s go!

Follow along: tinyurl.com/ABM-CALI2014


The roadmap

The Roadmap

You are here

  • Analyze

  • Design

  • Develop

  • Implement

  • Evaluate

G.W. Bromley & Co. Atlas of the city of Cambridge, Massachusetts. Plate 18. Philadelphia : G.W. Bromley and Co., 1916.


Analyze

Analyze

  • 1. How to choose which class session(s) to flip

    • Pick topics where you spend a lot of time lecturing and not much time in discussion with the class

    • If it’s your first time teaching a course, you may want to hold off on flipping

    • Avoid topics where students traditionally ask many questions or get confused

Follow along: tinyurl.com/ABM-CALI2014


Analyze 2

Analyze (2)

  • 2. Define learning goals and objectives for this portion

    • Goals: broad statement of what the students will be able to do once this portion of the course is completed

      • Ex: Students will understand the organization and operation of the United States and N.Y. State legal systems.

    • Objectives: Steps the students will take to achieve the goals

      • Should be measureable

      • Should state the degree to which the students will demonstrate mastery

      • Ex.: Students will be able to identify the branches of the U.S. government, explain their relationship to one another, identify the types of primary authority created by each branch, and explain the general organizational structure of each branch.

    • Goals and objectives can be used to create a fuller outline of the material you want cover

Follow along: tinyurl.com/ABM-CALI2014


Analyze 3

Analyze (3)

  • 3. What activities will you be doing in class?

    • Build these into your outline

    • They should help develop skills needed in practice

  • 4. How will the students’ classroom activities be tied to the material delivered/reviewed outside class?

    • The connection between outside material and in-class activities should be clear to students

Follow along: tinyurl.com/ABM-CALI2014


Design

Design

  • 1. How will you deliver the material outside of class?

    • Videos

    • Podcasts

    • CALI Lessons

  • 2. Look for existing content you may want to borrow

    • Videos or audio clips (LegalED, YouTube, Oyez Project)

    • Games

    • CALI Lessons

    • Ask permission if it’s not already implied or explicit

  • 3. Script the content you will create

    • Either an outline or fully written out script

    • Aim to keep the any video/audio under 10 minutes

Follow along: tinyurl.com/ABM-CALI2014


Develop

Develop

  • 1. It may be helpful to state the learning objectives so the students know what is expected of them

    • Caveat: students may only do the bare minimum to satisfy the objectives in their mind, so they may work harder and delve deeper if you don’t reveal them

  • 2. What tools do you need to create the content?

    • Screencasting software – next slide

    • Microphones/headsets– in three slides

    • Digital voice recorder

    • Lecture capture (in classroom or personal software)

    • Video cameras: talk to A/V staff

    • On screen annotation

  • 3. How will you make the content available to students?

    • This may impact what tools can be used


Screencasting software

Screencasting software

Wikipedia entry list at: tinyurl.com/ABM-CALI2014b

Follow along: tinyurl.com/ABM-CALI2014


Screencasting software 2

Screencasting software (2)

Things to consider

  • Ease of use for whomever is going to create the videos

    • Ease of recording, editing, publishing

    • Are there easy to follow tutorials online?

  • Export/publishing options: MP4, steaming on proprietary website, exporting straight to YouTube

    • Make sure that this will work easily with your chosen way to make the content available to students

  • Cost

  • Follow along: tinyurl.com/ABM-CALI2014


    Microphone or headset

    Microphone or headset

    Search for: USB headset reviews

    Search for: desktop microphone reviews

    Follow along: tinyurl.com/ABM-CALI2014


    Develop 2

    Develop (2)

    • 4. Create your content

      • Find a quiet place to record, or turn off things that make noise in your office

      • Stand up

      • Use your script or outline to stay on track

      • If you mess up, keep going

        • Either redo it without pausing and go back and edit later or keep going and re-record that portion later

          • Tip: Snap your fingers near the mic or make some other noise to mark the mistake on the audio track

      • Keep content concise, engaging, and easy to understand

        • The more concise, the better

        • Use images, other multimedia, colors to engage viewers

        • Avoid excessive text (this presentation is a bad example)

        • Speak clearly, not too quickly, and not monotone

    Follow along: tinyurl.com/ABM-CALI2014


    Develop 3

    Develop (3)

    • 5. Edit your content

      • The perfect is the enemy of the good

      • Students are used to viewing imperfect videos online

      • Your in-class lectures aren’t perfect, your flipped content doesn’t have to be either

    Follow along: tinyurl.com/ABM-CALI2014


    Develop 4

    Develop (4)

    • 6. Export, publish, distribute the content

    Your school’s Learning Management System

    Follow along: tinyurl.com/ABM-CALI2014


    Develop 5

    Develop (5)

    • 7. Do you want to use short assessments to check your students’ understanding of the material?

      • Online multiple choice review questions, short answers, or LMS discussion board posts

    • 8. Prepare the in-class learning activities/exercises

      • Exercises previously assigned as homework

      • Simulations

      • Role playing

      • Group projects

      • Peer editing

    Follow along: tinyurl.com/ABM-CALI2014


    Develop 6

    Develop (6)

    • 9. Tips for in-class activities

      • Always keep your goals and objectives in mind

      • They often take longer than you expect, so build in extra time

      • Keep in mind students’ different learning styles and abilities

      • Move around the room, don’t just stand at the front

      • If possible, vary up the type of activities

    Follow along: tinyurl.com/ABM-CALI2014


    June19 2014 alex berrio matamoros library associate professor emerging technologies librarian

    Implement

    • Test out all the content, assessments, and in-class activities

    • Provide clear instructions to students

    • Things will go wrong

      • It may seem like chaos even if things are going right

    • Students will forgive growing pains if you stick with it and flipping ends up enhancing their learning

    First image by loveandread used under CC BY 2.0 (http://openclipart.org/detail/190869/magician-with-a-rabbit-in-a-hat-by-loveandread-190869)

    Second image by dominiquechappardused under CC BY 2.0 (http://openclipart.org/detail/40477/explosion-by-cybergedeon)


    Evaluate

    Evaluate

    • Take time before the Implement phase to reflect on the Analyze, Design, and Develop phases.

    • Take time after the first in-class activity/exercises to reflect on how it went

    • If you flip multiple portions of a course, reflect after the last one on how the whole experience went

    • It may be helpful to survey the students at the end of the course about their thoughts on how flipping went

      • Wait until the end, because their initial impressions may change

    Follow along: tinyurl.com/ABM-CALI2014


    Talking to faculty about flipping

    Talking to faculty about flipping

    Follow along: tinyurl.com/ABM-CALI2014


    Big points to hit

    Big points to hit

    • No longer “teaching to the middle”

    • Benefits of active learning

    • Putting students in control

    • Appealing to different learning styles

    • Positive student responses to flipping

    • Positive faculty responses to flipping

    Follow along: tinyurl.com/ABM-CALI2014


    No longer teaching to the middle

    No longer “teaching to the middle”

    • Differentiated instruction

      • Developing materials and assessment so all students can learn effectively, regardless of differences in ability

    Follow along: tinyurl.com/ABM-CALI2014


    Active l earning

    Active learning

    • The classroom becomes student-centered

    • Students are involved, engaged, motivated

    • Focus is on skills development

    • Immediate assistance

    • Immediate feedback

    • Working in groups

    • In legal skills courses, more time can be dedicated to active learning

    Public domain image by Jens Langner (http://en.wikipedia.org/wiki/Neurolinguistics#mediaviewer/File:PET-image.jpg)

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    Pause r ewind r eview

    • Students choose:

      • Time and place

    Pause, rewind, review

    • Changes to lecture pedagogy

      • Still passive transmission, but

      • Students in control

    • Lecture instruction can happen over and over in videos

    • Pace

    • Pause, rewind, review

    Image by Nemo used under CC BY 2.0 (http://pixabay.com/en/stop-record-pause-play-tape-deck-35530/)

    Follow along: tinyurl.com/ABM-CALI2014


    Appealing to different l earning s tyles

    Appealing to different learning styles

    • VARK

      • Visual: Images in videos

      • Auditory: listen to videos

        • Focus of lecture-centered

      • Reading-Writing: casebooks, textbooks, memos

      • Kinesthetic: Tangible interactions, writing, exercises, group work, practicing

    • Grasha-Reichman

      • Avoidant/Participative

      • Competitive

      • Collaborative

      • Dependent: detailed instruction and guidance

      • Independent: Prefer to work alone, at own pace

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    Student responses to flipping

    Student responses to flipping

    • Students preferred flipping

      • Think they learned more

      • Formed better study habits

    • Enjoyed working in groups

    • Having access to prof. in room

      • Helped better understand

    • Watched videos multiple times

      • To review material

      • Liked controlling viewing

    • Took up more time outside class

    Follow along: tinyurl.com/ABM-CALI2014


    Faculty responses to flipping

    Faculty responses to flipping

    • Pleased to see students more motivated, doing the work

    • Better rapport with students

    • Students more comfortable asking questions

    • Able to monitor struggling students  one-on-one instruction

    • Ability to appeal to students’ different learning styles

    • Fairly time consuming

    • Material can be reused

    • Prep before each class is shorter

    Follow along: tinyurl.com/ABM-CALI2014


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