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Flipping the Classroom and Accepting Reality

Flipping. Flipping the Classroom and Accepting Reality. A Case Study of Making the Model Work (for ME ) Shelley Appleton Lecturer, School of Pharmacy. Reality Check #1. Issue Identified

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Flipping the Classroom and Accepting Reality

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  1. Flipping Flipping the Classroom and Accepting Reality A Case Study of Making the Model Work (for ME) Shelley Appleton Lecturer, School of Pharmacy

  2. Reality Check #1 • Issue Identified • Students were selecting a flexible learning structure all by themselves but the unit was not designed or organised to be delivered this way • Reality • Unprepared students = time wasted, therefore I adopted a flexible learning environment

  3. Reality Check #2 • Issue Identified • Graduates started contacting me after completing their degree asking for my lecture notes • Reality • Students were becoming completely reliant on the learning resources I created for them. Therefore, I starting linking learning to real life information sources

  4. Blended Inverted Upside Down Flipped Classroom $$ saved = teacher : student ratio = fast feedback

  5. Flipped Classroom • My concept of the flipped classroom model of teaching is a lot more than just getting students to watch Echo recordings prior to attending workshops, it is about creating a collaborative environment where the practical purpose of concepts delivered to students outside of class are explored, discussed and applied authentically

  6. Reality Check #3 • Issue Identified • Students coming unprepared to workshops • Reality • If students don’t attend or come unprepared the collaborative environment fails, with unprepared students lost and prepared students burdened and robbed of teacher focus • Also, be very conscious of the time investment in tasks

  7. Flipped Classroom Assessment Why?: Students VALUE assessment

  8. Flipped Classroom Theory Practical Portfolio

  9. Flipped Classroom • Motivation expectancy-value theory believes that people are motivated when they are confident of being able to complete a task (i.e. they have a positive expectation) and see value in the task • Students opt to dedicate their time to activities that counttowards their degree (University Teaching in Focus (2012), Sally Brown and Phil Race ) • We can sit around hoping for students to suddenly stop behaving in this manner or we can accept this and use this phenomenon to their advantage.

  10. Reality Check #4 • Issue Identified • Criticism of unit hiding assessment tasks within portfolio • Reality • Encouragement from executive to adopt flexible learning but restrictive policies that measure quality assessment by number, not context

  11. Reality Check #5 • Issue Identified • Not ever person can comfortably facilitate a flipped classroom right here, right now….as it is not traditional lecturing, it is one big facilitated conversation • Reality • You need to be a mentor not a lecturer. You need to bring your street credibility, your vibe, your creativity, your energy and an insight into how people learn to make it work….it is a big personal challenge

  12. Really Real Reality “You have your way. I have my way. As for the right way, the correct way, and the only way, it does not exist.” Friedrich Nietzsche

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