Flipping The Classroom: Turning An Instructional Methods Course Upside Down The paper is more a project report rather than experiment. More Technique available Students are Skills to learning, communicate and collaboration is more important than Diane B. Marks, Appalachian State University, USA Journal of College Teaching & Learning, Fourth Quarter 2015 Volume 12, Number 4

The role of teacher and students in traditional classroom Compare to it What’s your experience with the this kind of teaching. We have canvas / moodle. Most materials are online. We have more and more in classroom discussion. ----my experience with Mary Lou

Benefits of flipped classroom?

Benefits of flipped classroom to students Student control and think about their learning process Setup learning goals learn at their own pace Immediate feedback from peers Develop higher level thinking, communicate and collaborative skills

Benefits of flipped classroom to teachers Meet the diverse need from individual students Providing student face-to-face time with the teacher Make purposeful student group by their progress in learning Encourage peer tutor between Making students come to the classroom with questions Addressing absenteeism Leveling the playing field

Disadvantages?

Disadvantages Increasing the digital divide Teacher overload Student’s chance to access Internet and digital devices is not even Teacher overload Create and monitor online media Managing multiple students working on multiple assignments within multiple standards

About the author AP in elementary education at Appalachian state university. 12 years as elementary school teacher. 7 years as university-level teacher. Teaches courses: instruction and management course Integration technology to the elementary classroom Teaching and learning in digital age

Setups for typological analysis Instruction and management course for teacher education Small public university in NC Students participate a 286-hour field placement in local elementary school Classroom meeting: 2.5-hour per week

Setups for typological analysis Students purposely regrouped each week and worked collaboratively at three half-hour stations The instructor meet each group separately or talk to all groups to guide Collect student feedback Students take survey near mid-term and final and give feedback on experience Emails between teacher and students about the methodology No more details in type of data collected. No statistic analysis

Make course website easy to use Design an easily navigate course website Eliminate long pages Offer orientation book / video Make guide book to external resources Content put online initially should be clear and explicit Make students focus on the next face-to-face session Give students time to learn and be familiar the methods Course assignments listed within the chapters

Make course assignments predictable When thing are due How to submit Student examples of assignments

Use screencast for just-in-time teaching Make small video to answer questions that many students asked Voicethread (https://www.youtube.com/watch?v=S_fh2Snr_WU)

Plan ahead to avoid working overload Learn how to manage content on canvas Take class to learn MOOC about flipped classroom and borrow their design idea and elements Choose a few learn goals to flip, add more after one feels comfortable

Discussion: which learning goals in CS should be flipped first