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Boston University Center for Excellence and Innovation in Teaching Flip It: Get your students engaged Thomas Little, ENG Janelle Heineke, SMG and CEIT.

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Presentation on theme: "Boston University Center for Excellence and Innovation in Teaching Flip It: Get your students engaged Thomas Little, ENG Janelle Heineke, SMG and CEIT."— Presentation transcript:

1 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

2 Boston University Center for Excellence and Innovation in Teaching 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 Agenda

3 Boston University Center for Excellence and Innovation in Teaching 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 21 st century challenges. Why Flip?

4 Boston University Center for Excellence and Innovation in Teaching 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. Why does it work?

5 Boston University Center for Excellence and Innovation in Teaching Movement toward: Competency based versus knowledge-based education. “Guide on the Side” versus “Sage on the Stage.” Critical thinking versus specific content knowledge. Some Current Trends

6 Boston University Center for Excellence and Innovation in Teaching Bloom’s Keywords

7 Boston University Center for Excellence and Innovation in Teaching 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) Instructional design: where flipping fits in

8 Flipping Concept Flipped Teacher instructs lesson at home ( video/podcast/book/web) Students work in class Deeper understanding of concepts, application Students receive direct support Traditional Teacher instructs Students take notes Students follow guided instruction Teacher gives assessment Students have homework

9 Don’t lecture. Key Tip…

10 Preparation How to change a tire – change a flat car tire step by step

11 Boston University Center for Excellence and Innovation in Teaching 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? Assignment

12 Boston University Center for Excellence and Innovation in Teaching 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? Report out

13 Boston University Center for Excellence and Innovation in Teaching 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. Assignment 2

14 Boston University Center for Excellence and Innovation in Teaching 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. Things to consider

15 Boston University Center for Excellence and Innovation in Teaching Arthur L. Robin, Behavioral Instruction in the College Classroom, Review of Educational Research, Vol. 46, No. 3 (Summer, 1976), pp Flipping at BU: 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 Resources


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