1. FLIPPED TEACHING: INVIGORATING CLASS TIME

2.  Flipped  Blended or hybrid  Teaching with technology  Flipped  Blended  Face-to-face  Online  Many, many other strategies rely on technology WHAT IS IT?

3.  You currently lecture in class time  You want to use class more effectively  Students can access your lectures in another format  You will provide alternatives (universal design)  Lecturing passive approach best suited to “homework”  You want a learner-centered classroom environment THE PREMISE

4. “More than 700 studies have confirmed that lectures are less effective than a wide range of methods for achieving almost every educational goal you can think of.” (Gibbs, 2013) Question: Will lectures in another format be any more effective? THE REALITY

5. “It seems likely that having to attend large numbers of lectures leads to students adopting a passive…approach to their learning.” (Oxford Brooks University, n.d.) Research suggests active learning is more effective than passive learning, such as lectures, watching videos, and reading. THE REALITY

6. “A [student] who does not do homework normally will not watch the lectures at home, even if you hold [students] accountable.” (“The Flipped Classroom is a Lie,” 2014) If your lectures are boring face-to-face, will they be less so if you video capture those lectures? THE REALITY

7.  The lecture is as effective as other methods for transmitting information (Bligh, 2000, pp. 4-8)  Transmitting information is at the lower end of Bloom’s taxonomy for cognitive involvement  Lecturing can be an effective method for transmitting information, like personal reading (Gibbs, 2013)  Providing an alternative (like reading) for lectures makes contents more accessible LECTURING AS A TOOL

8.  Lecturing is a common tool, not a powerful one  Lectures assume students are at a similar level of knowing, understanding, and cognitive processing. The larger the audience, the less likely this assumption is true. (Gibbs, 2013)  Most lectures are not effective as discussion for promoting thought (Bligh, D. A., 2000, pp. 8-12)  Lectures are relatively ineffective for inspiring interest (Bligh, D. A., 2000, pp. 14-17) LECTURING AS A TOOL

9.  Lectures are relatively ineffective for teaching values (Bligh, D. A., 2000, pp. 12-14  Lectures are relatively ineffective for personal and social adjustment as learning outcomes (Bligh, D. A., 2000, pp. 17- 18)  Lectures are relatively ineffective for teaching behavioral skills (Bligh, D. A., 2000, pp. 18-19)  Lectures are less effective for the learner than other pedagogies, such as writing, reflection, and critical thinking (Bean, 2011, p. xvi) LECTURING AS A TOOL

10.  Summarizes complex content  Connects scattered information (will require multiple passes through that information)  Provides updated information (current events, etc.)  Provides students with content to think about  Shares unique perspectives THEN WHY LECTURE AT ALL?

11.  Supports universal design (must provide multiple options  Helps students grasp complex content (must provide in more than one “pass”)  Imparts enthusiasm for a topic (Bligh doesn’t agree)  Demonstrates how experts in your discipline think, communicate, solve  Lecture seems comfortable for some educators and some learners THEN WHY LECTURE AT ALL?

12.  Provides lectures in multiple formats (must be in design)  Encourages multiple passes through content  Enhances textbook reading (must be in design)  Encourages use of class time for interaction (engagement) WHY FLIPPED TEACHING?

13.  Puts passive learning in personal time  Encourages “chunking” of material (must be in design)  Encourages instructor to be thoughtful about contents  Provides artifacts of what was covered by lecture  Promotes class attendance (must be in design) WHY FLIPPED TEACHING?

14.  Utilize technology effectively  Keep video short (15 minutes is recommended in literature)  Consider universal design (alternative to watching video?)  Keep lecture content focused, clear, precise FLIPPED TEACHING GUIDELINES

15.  Provide timely access (allow for different schedules)  Encourage students to question lecture contents in class  Use study guides (bring completed work to class)  Use guided note taking forms  Plan class time effectively (require activity)  Plan and allow enough time for it! FLIPPED TEACHING GUIDELINES

16.  Q&A session  Pro/con grid or chart  Debate  Guided analysis/observation  Case study  Field trips  Role playing  Quiz  Discussion  Interview  Guest speaker  Student-provided summaries  Brainstorming  Build consensus  Problem solving  Annotated bibliographies  Build/conduct/analyze survey  Demonstration  Film/video/website exploring  Games  Group activities  Authentic practice  Problem solving  Brainstorming  Writing assignments CLASS TIME ALTERNATIVES

17.  Interactive/digital mapping  Models/simulation building  Guided discussion/sharing  News stories  Object lessons  Panels  Paradox discussion/debate  Peer reviews/critiques  Puzzle building/sharing  Student presentations  Storytelling  Clickers/audience response  Testimonials  Experimentation  Map building/sharing  Written assignments  Exam questions  Discussion questions  Summaries  Concept mapping  Examples of content  Take-away points  Key points in the lecture/text  Authentic practice  One-minute paper  Journaling CLASS TIME ALTERNATIVES

18.  “The Flipped Classroom is a Lie.” (21 Feb. 2014). Teched Up Teacher blog. Retrieved from http://www.techedupteacher.com/the-flipped-classroom-is-a-lie/http://www.techedupteacher.com/the-flipped-classroom-is-a-lie/  Gibbs, Graham. (21 Nov. 2013). “Lectures Don’t Work, but We Keep Using Them.” Times Higher Education. Retrieved from http://www.timeshighereducation.ca.ukhttp://www.timeshighereducation.ca.uk  Oxford Brooks University. (n.d.) 20 Terrible Reasons for Lecturing. Oxford Centre for Staff and Learning Development. Retrieved from http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html  Cashin, W. E. (2010). “Effective Lecturing.” IDEA Paper #46. The IDEA Center. Retrieved from http://ideaedu.org/sites/default/files/IDEA_Paper_46.pdfhttp://ideaedu.org/sites/default/files/IDEA_Paper_46.pdf  Bligh, D. A. (2000). What’s the Use of Lectures? San Francisco: Jossey-Bass.  Bean, J. C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass. RESOURCES

19.  International Society for Technology in Education. (23 June 2014). “Flipped Learning: Gateway to Student Engagement Debuts at ISTE 2014 in Atlanta.” Retrieved from http://www.iste.org/about/media-relations/news- details/2014/06/23/flipped-learning-gateway-to-student-engagement-debuts-at- iste-2014-in-atlanta?gclid=CJbEptO5qsICFQoMaQodvJgAdwhttp://www.iste.org/about/media-relations/news- details/2014/06/23/flipped-learning-gateway-to-student-engagement-debuts-at- iste-2014-in-atlanta?gclid=CJbEptO5qsICFQoMaQodvJgAdw  Flipped Classroom ™. (2014). Infographic. Retrieved from http://www.knewton.com/flipped-classroom/ http://www.knewton.com/flipped-classroom/  Educause. (2012). Things You Should Know About Flipped Classrooms ™. PDF file. Retrieved from https://net.educause.edu/ir/library/pdf/ELI7081.pdfhttps://net.educause.edu/ir/library/pdf/ELI7081.pdf  Flipped Learning Network. (2014). A Professional Learning Community for Educators Using Flipped Teaching. Blog and forum. Retrieved from http://flippedclassroom.org/ http://flippedclassroom.org/ RESOURCES

20.  How will your students like flipped teaching?  Will you have adequate time to flip your classes?  What will you do in class?  How will you enhance lectures to encourage active learning?  What will you do next? FINAL QUESTIONS