Flipped Classrooms
Successful Flipped Classes (Prism Magazine March 2015 by Stephanie Velegol and Sarah Zappe)
The Evolution of a Flipped Classroom: Evidence-Based Recommendations (Advances in Engineering Education, March 2015, by Stephanie Velegol, Sarah Zappe and Emily Mahoney)
1421. Successful Flipped Classes (Tomorrow's Professor, 2015)
MOOC on flipped with a cartoon Velegol
link to Leonhard Center video showing flipped classroom in Penn State College of Engineerring
Emily Mahoney (CE) Schreyers thesis: The impact of the classroom flip on student motivation. December 2013.
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I typically teach large (60 - 90 students) sections of a 300-level. One day about 5 years ago I held office hours in a large office on the top floor of my building. There were about 6 students there and they were asking me questions about the homework. One student, Bob, asked a question that had been specifically address in my live lecture but he didn't remember the lecture. I went to the board in my office and I explained the concept (again) to Bob This time the Bob really "got it" and started asking follow-up questions. He was really learning and it was exciting! Then another student, Sally, walked in and asked the same question. I asked Bob to explain the concept to Sally and ....boom! more learning! There was only one problem: The 7 students in my office were learning but where were the other 83? Maybe they got it from sitting passively in lecture, maybe they were working together with their peers or maybe they were beating their head against the wall without truly understanding.
At this point I already had developed some on-line lectures for a summer course so I thought I could "flip" the class. The students could watch the lectures at home and come to class to actively learn how to solve the problems. Since then I have flipped my class 7 times and given many workshops and presentations about the flipped method. Here is something I learned from many mistakes in flipping and I call this NEWS:
N: No additional workload (Truly flip the class - don't use this as an excuse to give the students more work)
E: Experiential learning in the classroom (Make sure the students are actively involved in the class time - for me this includes
homework and field trips)
W: Weekly assessments (Students may fall behind - make sure they don't with weekly assessments including a "gate check" after they watch the videos.)
S: Short video segments (These video segments should be less than 10 minutes each)
In addition I have learned that students do the same on the Final Exam if they have a lecture-based or flipped format. In addition I have documented a better classroom climate during flipping. Please let me know if you have any more questions about flipping!
Want to know more? Check out these articles from the Chronicle of Higher Education: http://chronicle.com/article/A-Guide-to-the-Flipped/151039/?cid=flipped-promo
At this point I already had developed some on-line lectures for a summer course so I thought I could "flip" the class. The students could watch the lectures at home and come to class to actively learn how to solve the problems. Since then I have flipped my class 7 times and given many workshops and presentations about the flipped method. Here is something I learned from many mistakes in flipping and I call this NEWS:
N: No additional workload (Truly flip the class - don't use this as an excuse to give the students more work)
E: Experiential learning in the classroom (Make sure the students are actively involved in the class time - for me this includes
homework and field trips)
W: Weekly assessments (Students may fall behind - make sure they don't with weekly assessments including a "gate check" after they watch the videos.)
S: Short video segments (These video segments should be less than 10 minutes each)
In addition I have learned that students do the same on the Final Exam if they have a lecture-based or flipped format. In addition I have documented a better classroom climate during flipping. Please let me know if you have any more questions about flipping!
Want to know more? Check out these articles from the Chronicle of Higher Education: http://chronicle.com/article/A-Guide-to-the-Flipped/151039/?cid=flipped-promo