1 / 16

On the Flip Side

On the Flip Side. Supporting Faculty Implementing the Flipped Classroom Model. California Maritime Academy. Steve Runyon Assistant Professor: Chemistry srunyon@csum.edu Greg Crum Coordinator of Instructional Technology gcrum@csum.edu. Contributors. Presenters.

wayne-norman
Download Presentation

On the Flip Side

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. On the Flip Side Supporting Faculty Implementing the Flipped Classroom Model

  2. California Maritime Academy • Steve RunyonAssistant Professor: Chemistrysrunyon@csum.edu • Greg CrumCoordinator of Instructional Technologygcrum@csum.edu Contributors Presenters • Vivienne McClendonDirector: Center for Engagement, Teaching and Learningvmcclendon@csum.edu • Nipoli KamdarAssistant Professor: MaritimePolicy and Managementmkamdar@csum.edu

  3. What is the Flipped Classroom? • Pedagogicalmodel in which the typical lecture and homework elements of a course are reversed, promoting student engagement and critical thinking • Repurposingof class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. http://www.educause.edu/library/resources/7-things-you-should-know-about-flipped-classrooms

  4. Flipped Classroom FLC Practitioners • Steve Brown, Marine Transportation • Steve Runyon, Chemistry • John Rodgers, Marine Engineering Tech • Julie Chisholm, English and Poetry • Bunny Paine-Clemes, English & Creativity • Nipoli Kamdar, Economics

  5. Implementation and Strategies Pre-class instruction Jing, Snagit, Echo 360, Recorded PPT Pre-class online assignment Google Forms, Word Cloud, Moodle Quizzes Read feedback for areas of confusion Clickers, Moodle Gradebook Plan lesson and clicker questions Aplia, Moodle discussion boards Flipping Macro Economics Assign follow-up questions

  6. Nipoli’s Macro Economics • Snippet on Calculating CPI : http://bit.ly/109ugZG • Longer presentation on Elasticity : http://bit.ly/Z9Vdbb

  7. Implementation and Strategies? Out of Class Strategies • Short Video Lessons Using a Tablet PC and Snag-It Video Capture • Posted on Moodle • 5-15 minutes in length • Topic-Specific • Cover basic concepts of each topic • Require Reading Notes for Assigned Reading Flipping General Chemistry

  8. Flipping General Chemistry In-Class Strategies • Hold students accountable for out of class materials • On-line Quiz • In-class Pop-quiz • Videos accessed through Moodle • Class begins where videos left off • More time for problem-based small group activities and discussions

  9. Steve Example

  10. Assessment Content Coverage/Student Engagement Clemes: • “Students ask more questions in class. I can cover more material.” Runyon: • “Students were so much more engaged in my flipped class. I did very little lecturing, and students came to class ready to work and ask questions.” Browne: • “I could cover more material, but not sure whether the test scores are any different.” Kamdar: • “Easier to push information transmission outside the class” • “Allowed me to focus" Instructors

  11. Student Evaluation of Pedagogical Tools

  12. Initial Assessment of Student Performance Engineering Students in General Chemistry

  13. Assessment of Student Learning Outcome 2 (Conceptual Understanding) Engineering Students in General Chemistry

  14. Assessment of Student Learning Outcome 3 (Quantitative Problem Solving) Engineering Students in General Chemistry

  15. Challenges • Initial Investment in time • How to get students to watch video and participate and verify that they are watching… • Gap between participants and non-participants great Technical • Initially posted videos on Moodle • File Size • Compatibility • Looked for online video repository • Streamcast.com, video playback and sound issues. Not resolved • Youtube, Vimeo : privacy issues and distracting layout and ads Logistical

  16. Activity Collaborative Google Doc • Let’s brainstorm: Think about the technologies that your faculty have used to supplement the classroom and how these might support a flipped model…. • How do these tools map to and meet the instructional goals of the flipped classroom? http://bit.ly/15WyYM2

More Related