by Adrienne Gauthier with content provided by workshop participants
Last week we had a well attended and fully engaged workshop on flipped course design. Thank you to all the faculty and staff who attended and brainstormed challenges, opportunities, and sample activities in our small group discussions. Additional thanks to the June 2013 workshop participants! I’ve combined thoughts and ideas from both sessions below, as well as adding more “instructional designer” perspectives.
Workshop participants: In the comments please answer, “What skills/attitudes does an instructor need in a student-centered classroom? What are some shifts in your own perspective that you might be going through as you think about flipping your class?”
What does “flipped course design” mean to you? What are your definitions and expectations?
when students more engaged, they learn more — how to do this in my class?
best class I took as an undergrad was a flipped design, it was effective to practice the course concepts together in a group with the instructor there…I want to try this as a teacher
how to make discussion more fruitful in a high enrollment social science class
how to do it. (when asked what is wanted from this workshop)
what are the pitfalls?
- present lecture materials ahead of class-time, shortens overall lecture time
- during class students can ask questions or present issues
- problem sets during class, reading/lecture before class
- small video lectures with a quiz before class, during class working with case studies, problems, etc.
Flipped classrooms can take on many different flavors. Some instructors will “flip a week” during the term here and there or run the entire term in a flipped framework. “Flipping” is really about making the most of the face to face time you have with your students and the organized time students have with each other. Ideally that is time spent actively learning and thinking critically about the concepts. They can work through novel situations and authentic scenarios collaboratively while analyzing and applying the “base” concepts of the course, functioning at a higher level.
What are some benefits to a flipped course design?
- gives students an opportunity to apply and practice course content
- get quicker feedback from professor
- students get confidence boosting by working with other students, sense of community
- less lecture time saves the professor time
- in-class students have more time to process the info
- more engaging/interesting]
- flipped classroom is more like the real world, analyze and apply authentic scenarios
- gives a professor more of a chance to see where gaps are
- students can go at their own pace with material
- students can take ownership of learning, more responsible in active learning environments
the number of exposures to content can be increased
- opportunities to problem solve, critical thinking – in person with the instructor
- raise the level of the class, raise expectations of student performance
- just in time teaching, immediate feedback
- social/collaborative/cooperative learning — learning from each other
What are some challenges you can foresee? Can you think of any solutions?
- how difficult it is to evaluate all student responses/questions
- assign only a few students each time to submit questions/etc. and rotate through semester to get through all students
- how to most effectively use time in class
- this depends on your learning outcomes for the course and how you will assess your students
- how do you make sure students get out of the reading what you want them to (loss of control compared to lecture)
- offer reading outlines
- ask students to submit ‘salient points’ prior to class
- low-stakes “readiness” quizzes
- handout questions they have to answer/think about during the reading
- existing materials usually come from traditional lecture resources
- frustrating, right? Instructional designers can help you use existing content and resources creatively!
- balance of lecture vs active time in class
- bring all of your “lectures” online and into shorter chunks (no more than 8m), deliver through Blackboard
- use our Dartmouth supported Camtasia Relay to screencast/record audio
- summarize at the beginning of class and maybe give a low-stakes quiz, then jump into your activities
- dept facilitated syllabi and time limits, how to break out of the mold
- students living up to their accountability, not being prepared
- set expectations in your syllabus and on the first day of class
- students may need guidance and mentoring to take full advantage of an active learning classroom, help to learn more and reflect on the way they are learning
- students might resist the ‘extra work’ (meaning, homework + “working” during classtime instead of being passive)
- describe and discuss your high expectations of your students
- ask students to articulate expectations for the course
- large lectures and active learning in small groups is challenging to manage/facilitate
- assign roles to groups, create a leader or facilitator role to keep groups on track
- TAs and undergrad TAs are very useful in large lecture active classrooms
- Flipping the Classroom, Cynthia J. Brame, CFT Assistant Director, Vanderbilt University
- 7 Things You Should Know About Flipped Classrooms, EDUCAUSE
- Active and Cooperative Learning for the college classroom, Cal State Los Angeles
- Blooms Taxonomy Action Verbs, Clemson University
- A Model of Learning Objectives, Iowa State University
- Bloom’s Digital Taxonomy (Andrew Church)
- Redesign of a Large Lecture Course Into a Small-Group Learning Course, Stefanie Ferreri and Shanna O’Connor, American Journal of Pharmaceutical Education 2013; 77 (1) Article 13
- Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module, Richard Pierce and Jeremy Fox, American Journal of Pharmaceutical Education 2012; 76 (10) Article 196.