Flip It: Get your students engaged - Boston University

Flip It: Get your students engaged - Boston University

Boston University Center for Excellence and Innovation in Teaching Flip It: Get your students engaged Thomas Little, ENG Janelle Heineke, SMG and CEIT October 7, 2013 Agenda The what and why of flipping Instructional design in groups Report out and discussion What you may think about doing differently

Tie-up and discuss Boston University Center for Excellence and Innovation in Teaching Why Flip? The active learning approach: Forces students to think about themselves as learners. Is more about knowledge and skills (intrinsic) and less about tests/grades (extrinsic). Encourages students to be producers of knowledge rather than just information consumers/containers.

Prepares student for 21st century challenges. Boston University Center for Excellence and Innovation in Teaching Why does it work? Empowers students. Forces students to think about themselves as learners. Creates independence and ownership of learning. Fosters collaborative learning. Encourages creativity. Creates a rich learning environment inside and

outside the classroom. Fosters new skills problem solving, critical thinking, etc. Boston University Center for Excellence and Innovation in Teaching Some Current Trends Movement toward: Competency based versus knowledge-based education. Guide on the Side versus Sage on the Stage. Critical thinking versus specific

content knowledge. Boston University Center for Excellence and Innovation in Teaching Blooms Keywords Boston University Center for Excellence and Innovation in Teaching Instructional design: where flipping fits in Backward Design What do you want students to learn/be able to do (what and why):

At the end of the course? At the end of each session? Identify content to cover (what) Select materials (what) Select pedagogy (how) Select technology (how)

Boston University Center for Excellence and Innovation in Teaching Flipping Concept Traditional Teacher instructs Students take notes Students follow guided instruction Teacher gives assessment Students have homework

Flipped Teacher instructs lesson at home (video/podcast/book/web) Students work in class Deeper understanding of concepts, application Students receive direct support http://www.edtechtips.org/2012/09/18/flip-classroom-instruction-1/ Key Tip

Dont lecture. Preparation How to change a tire change a flat car tire step by step http://www.youtube.com/watch?v=joBmbh0AGSQ Assignment

Create a lesson (no lecture) for changing a tire. Goal: students should be able to change a tire without assistance. Deliverables: 1. Pre-class preparation what should they learn on their own? What format? 2. Assessment tool what method to ensure compliance with the prep? 3. In-class facilitation: how will you use 60 minutes of class time?

4. What exercises can the students do in teams to reinforce the learning outcome? 5. How do you evaluate success at achieving the learning outcome? Through what method? Boston University Center for Excellence and Innovation in Teaching Report out 1. 2. 3. 4. 5.

Pre-class preparation what should they learn on their own? What format? Assessment tool what method to ensure compliance with the prep? In-class facilitation: how will you use 60 minutes of class time? What exercises can the students do in teams to reinforce the learning outcome? How do you evaluate success at achieving the learning outcome? Through what method?

Boston University Center for Excellence and Innovation in Teaching Assignment 2 Identify a topic/lesson from your current course to flip Choose one in your group to flesh out Identify barriers/challenges and what you might do to overcome them.

Boston University Center for Excellence and Innovation in Teaching Things to consider Keep the preparation work short and simple and to the point (not bulk replacements of the lecture) Provide incentives for preparation (watching the video, etc.). Small percentage of grade. Determine how high-tech you want to go; flipping does not require you to become a cinematographer! Consider supportive technologies (such as clickers). Use time in class for design problems in teams with shared results to identify best solutions.

Boston University Center for Excellence and Innovation in Teaching Resources Arthur L. Robin, Behavioral Instruction in the College Classroom, Review of Educational Research , Vol. 46, No. 3 (Summer, 1976), pp. 313-354. Flipping at BU: http://www.bu.edu/phpbin/news-cms/news/?dept=666&id=59184 Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J ... edited by Paul R. Pintrich, Donald R. Brown, Wilbert James McKeachie, Claire E. Weinstein Boston University Center for Excellence and Innovation in Teaching

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