Engaging Students/Buy-‐in to the flipped classroom The flipped classroom presents a different approach to teaching and learning by moving the emphasis from lectures to pre-‐class and active classroom activities. As a result, students may encounter increased workload and new expectations around how they organize and plan their academic life, as well as expectations that they will become more active participants in the classroom. Some students may be resistant to this approach and the shifting responsibilities it entails and may not actively participate in the classroom or adequately complete pre-‐class activities. What are some ways of engaging students with the flipped classroom? (crowdsourced) • Collect data re. impact of flipped strategies in your class, feedback to students: engage in class (activities, no laptops? ) =higher grades • Communicate expectation and goals, Make activities relevant and linked to each other and outcomes, grade the activities in some cases • Spend time on Day 1 talking about what flipped classroom means with the students; how it’s different from traditional class; study tips How can I Ensure Students Complete Pre-‐class Activities? • Let students know how out of class work/indepth watching or reading results in increased grades; ie give them stats on success • Use quizzes to get students to read material and watch videos outside of class; i.e. incentivize independent learning • And capture and respond to residual difficulties in class. “What still I still don’t get” as q at the end of the quiz • Students answer an exam type question posted on Connect for participation credit. Peer tutor summarizes for instructor their answers • Targeted, immediate feedback with the quizzes. There is such an option if you want to do quizzes on Connect. • Ensure that pre-‐class activity is clearly related to what you do in class. • Also need to incentivize pre-‐class prep–perhaps ungraded quiz on concepts, part of participation grade?
Structure and logistics The flipped classroom requires a rethinking of the way the classroom is structured and the logistics of managing the classroom. Replacing lectures with active learning activities in the classroom and having students complete pre-‐class activities, introduces new levels of logistical complexity for both instructors and students. What are some ways I can manage flipped classroom logistics? • Logistics issues can be overcome with senior grad student working on a course for multiple years, developing a ‘teaching manual’ for course • Can we tie upper level seminars to lower level courses? I.e. have upper majors working on advanced version of topic, + interacting w lower • Find a way to put all related resources in one place. • Institutional support for logistics needs to come in the form of increased instructional designers • Peer tutors can’t grade, but can read many individual responses & summarize for the class as a whole. • We already overcome logistics challenges with automated feeback, peer assessment, random selection of student products, etc. #Glasshalffull What are approaches/strategies for planning/designing for the flipped classroom? • Careful “expert task deconstruction” can help scope out frameworks and steps for activities. TAs can give “semi-‐expert” perspectives. • We need to work with the VP-‐students on the length of classes. IMO, lectures should be max 50 minutes, flipped class minimum 90 minutes • Peer tutor/TA summarizes online participation activities for instructor • For designing a flipped session, need to start out with goals for a week/unit, then work back to activities, necessary student prep, etc
Learning Spaces/Classroom Set-‐up How classroom are set up can impact how effectively and efficiently we are able to run active and cooperative learning activities in the face-‐to-‐face classroom. Barriers include lack of space for instructors to move around the room, inability to get close to individual students (large table groups) and spaces not set up for teacher-‐student interactions in general. What Classroom Set-‐Up Can Support the Flipped Classroom? • Multipurpose classrooms that can be set up quickly for single-‐focus point or break-‐out team work are requisite for flipped classrooms • Type of furniture: classroom furniture has basically been taken from corporate or hospitality world — education specific furniture? • Be certain your space has a reliable wireless signal and backup plan in case you lose the signal. • Stick #s up on the walls. Make #ed groups on Connect. Students meet their group at the # and discuss. FAST lowtech way to find each other • Active Learning Classroom at McGill http://www.mcgill.ca/tls/sites/mcgill.ca.tls/files/report_on_active_learning_ classrooms_for_2010-‐11.pdf
Assessment/Feedback in the flipped classroom Assessing student learning in the flipped classroom can change considerably from graded projects and mid-‐term/final exams to assessing student participation in pre-‐ class activities and active, cooperative learning activities in the classroom. Face with this diversity, new questions arise around assessment. Namely: What do we assess? What approaches do we take to assessment?; and How can we negotiate the logistics of assessment in this context? What approaches can I take for assessment in the flipped classroom? • Capture and respond to residual difficulties in class. “What still I still don’t get” as q at the end of the quiz. • Assessment doesn’t have to be for grades. Can use assessment for and as learning, not just of learning. • Assignment pre-‐submission checklist for students – e.g. “I checked my work against the rubric” • JIT assessment can be used to calibrate the instructors’ response to what and how students are learning. • Assessment should reflect what’s being done in a courses, whether it’s labs, discussions, group work or tutorials. How can I engage students with the assessment process in the flipped classroom? • Have a class collectively decide on the grading formula at the beginning & hold them to it — creates an interesting learning opportunity • Assign students to groups, respond deeply to each groups’ work • Give students choice (within ranges provided by instructor) re. value particular assessments will contribute to their final grade • Clicker questions & alternatives may not foster higher order thinking. Need to find a tool that allows students to respond in various ways. • Giving students choice in the way they are assessed and/or weighting of their assessments – agreed up front in a learning contract. • Let students decide what % of grade is given to each assignment.
What are approaches to regularly and quickly assessing students’ work/reflections Ina a large class? • Students answer an exam type question posted on Connect for participation credit. Peer tutor summarizes for instructor their answers • To avoid issue of cheating on reading quizzes, students instead write reflections on HOW they learned material in quizzes What Technology Can Support Student Interaction in the classroom? • Learning Catalytics: A "bring your own device" student engagement, assessment, and classroom intelligence system https://learningcatalytics.com • PulsePress: A WordPress: Theme that can be used as an backchannel to support interaction, assessment in the classroom blogs.ubc.ca/ • Peerwise: PeerWise supports students in the creation, sharing, evaluation and discussion of assessment questions http://peerwise.cs.auckland.ac.nz/ How can two-‐stage exam support learning and assessment in the flipped classroom? •
•
•
Video of Two-‐Stage Exam, Developed Science UBC http://blogs.ubc.ca/wpvc/two-‐stage-‐midterm-‐exams/ Tips for Succesful Two-‐Stage Exams http://eos.ubc.ca/research/cwsei/eossei-‐times/EOSSEITimes_6.09-‐ LogisticsOfTwoStageExams.pdf Research on Two-‐Stage Exams http://www.zoology.ubc.ca/files/Group_Exam.pdf
