Flipping the Classroom- The concept of Inverting Instruction Cliff Zyskowski & Julie Hall Napa Valley College Flex Day

Flipping the Classroom Agenda Ice breaker Sage on the Stage vs. Guide on the Side revisited Active learning defined Bloom’s Taxonomy Constructivist vs. Cognitivist Learning Experiential & Transformative Learning Obstacles and ways to overcome them Think- pair- share, Clicker fun & VoiceThread Assessment “final survey says”……..

icebreaker Snowball Class motto for the semester “quotation” Theme for the day’s lesson plan

Sage on the Stage!

Sage vs. Guide Latest in brain research Talking=learning Average student’s attention span 10 minutes Transformation Passive to active learners through student-centered vs. instructor-centered focused content & activities Research shows: discussion over lecture Leads to higher-level critical thinking & learning (McKeachie, 1986; Paul & Elder, 2006). Re-invent yourself! Be a facilitator of learning vs. the ultimate expert or Sage!

New Term for “Guide by Your Side”- “Meddler in the Middle ” Role of the student-centered instructor must shift to be more like a “Meddler-in-the middle [who] positions the teacher and student as mutually involved in assembling and dis-assembling cultural products” (McWilliam, 2008, p. 1). The Meddler-in-the middle instructor takes more risk and is free to make errors as he or she learns along with the students!

Inverted or Flipped Classroom

Active Learning Defined Involvement = activities More student skill development; less information transmission Exploration of attitudes and values Increase in student motivation Immediate instructor feedback and enhanced teaching presence Higher order thinking: analysis, synthesis, evaluation

Constructivist vs. Cognitivist Approach to Instruction “Constructivist instructors encourage students to constantly assess how the activity is helping them gain understanding. Through the process of questioning, students learn the strategies that help them become expert learners. The process of active learning gives students the ever- broadening skill of lifelong learning” (All and Brandon, 2010, p. 1). Vs.

Kolb’s Experiential Learning & Mezirow’s Transformative Learning Kolb (1984)- learning as the process whereby knowledge is created through the transformation of learning in a specific learning environment. Kolb’s philosophy aligns with Mezirow’s (1991) transformative learning theory as students are transformed by their learning and ready to apply skills directly in the workplace.

Kolb- Learning from Experience Requires Four Abilities: 1.An ability to experience real-world experiences 2.The ability to view the experience from multiple perspectives 3.The ability to reflect upon what they learned in open- minded, non-egocentric way 4.The ability to integrate the new experience into practice through decision making and by finding solutions to immediate problems in the workplace” (as cited in Evans, et al., p. 164).

Obstacles Too much course content Devising active learning strategies takes too long Doesn’t work for large class sizes “But I’m such a good lecturer”! Student resistance to non-lecture approaches LOSS OF CONTROL?

How to Overcome Obstacles Create learning modules—tweak and edit each semester Provide in-class incentives for activities completed prior to class Remember! Individual learning prior to class can be enhanced through in-class, collaborative learning Creating multiple ways to learn accommodates multiple learning styles Creating fun, interactive activities creates a sense of increased instructor presence (Hall, 2011; Garrison, Anderson, & Archer, 2010).

Think, Pair, Share Top 3 techniques that have worked Top 3 obstacles to success

Clicker Debate Used to stimulate discussion Get everyone’s opinion, participation Discuss rational for answers

Voice Thread Students review material before class meets Great for Orientations for online courses Class meetings take on higher level learning in Bloom’s Taxonomy Students can discuss presentation on the thread Students can review material multiple times

The true purpose of assessment is to: a.Provide accountability to governing bodies b.Develop a transparent process for public scrutiny c.Provide a rating system for comparing institutional quality d.Improve student learning e.Can be Formative vs. Summative Despite to what extent an instructor uses formative and summative assessments when assessing student learning, it is important that the feedback be “Immediate, specific, and continuous, and appropriate” (Capella University, Assessment Techniques, n.d.).

Formative vs. Summative Assessments Formative- Assess prior to and during class Traditional M/C, T/F, Essays Pre-tests Scavenger Hunts Think-Pair-Share Guided Reflections- Aha! Moments One-Minute Papers Clickers Summative- Assess at end of class or specific instruction Traditional M/C, T/F, Essays Post-tests Letters to Successors Guided Reflection/Debrief Portfolios End-of-Course Surveys

Surveys- In-Class or Online In-Class Survey (Handout by Cliff) Online Survey with Zoomerang (Julie)

The End! Enjoy Flipping the Classroom Cowgirls & Cowboys!

References ) All, A. C, and Brandon, A. F. (2010, March/April). Constructivism Theory Analysis and Application to Curricula. Nursing Education Perspectives. 31(2). Capella University. (n.d). Types of Assessment Techniques. Retrieved from urces/TypesAssessment.pdf Evans, J. J., Forney, D. S, Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice. (2nd ed.). San Francisco: CA. Jossey-Bass. Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. Internet and Higher Education, 13, 5-9. doi: /j.iheduc

References (Continued) Hall, J. (2011). Is my instructor there for me? A Study of reflective practice and students’ perceptions of online teaching presence. (Unpublished doctoral dissertation). Capella University/Minneapolis, MN.. Kolb, D. A. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall. McKeachie (1986). Teaching and Learning in the Classroom: A Review of the Research Literature. University of Michigan. McWilliam, E. (2008). Unlearning how to teach. Innovations in Education & Teaching International. 45(3) Paul, R., & Elder, L. (2006). Critical thinking: Learning the tools the best thinkers use. Upper Saddle River, NJ: Pearson-Prentice Hall.