Evidence of Success: A Review of Flipped Learning
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Slides that review educational research on flipped learning, including questions for discussion. Co-authored with Kathy McKnight.
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Evidence of Success: A Review of Flipped Learning
- 1. Evidence of Success: A Review of Flipped Learning Rob Kadel, Ph.D. & Katherine McKnight, Ph.D. Pearson Research & Innovation Network & University of Colorado Denver
- 2. What does this have in common with Flipped Learning?
- 3. Agenda • What is flipped learning? • How did flipped learning come about? • What does the research say? • Putting flipped learning to work • Keys to success
- 5. The Simple Version: Lectures as Homework
- 6. The Simple Version: Engaged Students in Class
- 7. A way to maximize students’ individual face-to-face time with the teacher by off-loading direct instruction to the personal space
- 8. Taking direct instruction out of the large group learning space, and shifting it into the individual learning space…
- 10. HOW DID FLIPPED LEARNING COME ABOUT?
- 11. What does this have in common with Flipped Learning?
- 12. ‘Round the world solo…
- 13. What problem(s) does the flipped model solve?
- 14. Teacher vs. Student Centered Learning (Huba & Freed, 2000) Teacher-Centered Student-Centered Knowledge transmitted from teacher to students Students construct knowledge through gathering, synthesizing & integrating info Students passively receive Students actively involved Teacher is primary info-giver & evaluator Teacher coaches & facilitates; evaluates learning with students Teaching & assessing are separate Teaching & assessing are intertwined Culture is individualistic Culture is cooperative, collaborative Students viewed as learners Teachers & students are learners
- 15. Benefits to You & Your Students Why would you implement flipped learning in your classroom? Share with others: What do you teach, and how might flipped learning benefit your students?
- 17. Sources of Data Studies from related literature Surveys Case studies/action research
- 18. Cognitive Load Theory There is a limit to the amount of info that can be used, processed & stored by the working memory; overloading that limit undermines the learning process (Chaudry, 2010)
- 19. Research on Active Learning “The process of having students engage in some activity that forces them to reflect upon ideas and how they are using those ideas” (Michael, 2006).
- 20. Active learning is associated with improved academic performance, increased engagement, critical thinking, & better attitudes toward learning (M. Prince, 2004, J. Michael, 2006).
- 21. Diverse Learners & Bloom’s • ELLs spend class-time at lower levels (understanding, remembering) • Flipped Learning: shifts lower levels outside of group space • Group space used for higher levels (applying, analyzing, creating) (Marshall & DeCapua, 2013)
- 22. PUTTING FLIPPED LEARNING TO WORK
- 24. Survey Results: Teachers 66% Students’ standardized test scores increased 80% Improvement in students’ attitudes toward learning 90% Improved job satisfaction* After flipping the classroom… *46% indicated significant improvement
- 25. Trends in Flipped Learning 2014 Speak Up online survey, Project Tomorrow © 32% K-12 admins whose teachers use videos found online, up from 6% in 2012 29% K-12 admins whose teachers create their own videos, up from 3% in 2012 17% Teachers interested in trying flipped learning, up from 15% in 2013 7% Admins providing specific training on flipped learning, up from 5% in 2013
- 26. Flipped Learning Professional Development What tools have you tried or would you like to try to flip your classroom? What strategies would you like to learn to use to flip your classroom?
- 28. “Education is a two step process. First, transfer of information… Eric Mazur
- 29. Second, assimilation of information. We must make ourselves available as faculty to help students with assimilation. After all, information is everywhere now.” Eric Mazur
- 30. A Confluence of Forces (Berrett, 2012 - Chronicle of Higher Ed) Technological innovations Policies aimed at demonstrating outcomes in higher ed Cognitive psychology insights on how students learn Economic realities: large class sizes
- 31. An issue of efficiency “If you do this well, you can use faculty members’ time and expertise more appropriately, and you can also use your facilities more efficiently…[More importantly]…you can get better student- learning outcomes.” --Harrison Keller, Vice Provost for Higher Ed Policy, U of TX Austin
- 32. Results in STEM courses Location & Content Outcomes U of MI – Intro to Calculus Pre/post tests show twice the gain (Berrett, 2012) U of IN, Bloomington – Physics Better avg. normalized pre/post gains (Hake, 1998) Harvard – Physics Better avg. normalized pre/post gains (Crouch & Mazur, 2001) Cal State Los Angeles – Intro to Digital Engineering 100% said flipping helped to better learn content & attain design skills (Warter-Perez & Dong, 2012)
- 33. KEYS TO SUCCESS
- 34. Keys to Success Classroom interactions are more important than the videos “It's really, really important for professors to realize that flipped learning isn't about the videos — it's about what you're going to do in class that adds value and engagement for students.” --Jon Bergmann, Flipped Learning Network When you do focus on the videos, keep them short Deliver information in chunks 5 - 8 minutes is a good length per video
- 35. Keys to Success Have constant communication with students Manage student expectations Communicate content as well as strategies for success Try flipped classrooms with others in your department Make it more of a trend than an exception Be patient Flip your course in chunks over time OR Have plenty of time for course prep. (Summertime anyone?)
- 36. Addressing Concerns Share with others: What is your primary concern about flipping your classroom? Others in your group: What strategies and/or tools might you recommend?
- 38. Shouldn’t This Be Standard Practice?
- 40. Too Much Emphasis on Lecture & Homework
- 43. Thank You! Rob Kadel, Ph.D. Katherine McKnight, Ph.D. Pearson Research & Innovation Network Web: ResearchNetwork.Pearson.com
Notas do Editor
- I’m going to start by priming you with a question: how are this Swiss Army knife and Flipped Learning similar? I want you to hang onto that image as I share the following info with you. We’ll return to this question soon.
- Traditional view point: “flipping” what has traditionally been done as lecture in the classroom and homework at home. Bergmann & Sams both note that there are multiple ways to “flip” a classroom and that is just one. So what are the key “active ingredients” for flipped learning?
- Students are given a structured, pre-class activity that gets them familiar with the lesson's basic concepts, so when they arrive in class, they're ready to work at a higher level.
- Class time can be devoted to a deeper exploration of the content.
- Jon Bergmann’s take, as captured in video by Pearson’s SAS flipped learning course “Foundations of Flipped Learning.” Review this definition, and then the following.
- Aaron Sams quoting Ramsey Musallam: given this and the previous slides’ definitions of Flipped Learning, what do you take it to mean? Essentially, the Flipped model is focused on maximizing face-to-face time with the teacher by shifting (or flipping) direct instruction from the large group learning space to the individual learning space. This allows students to interact with content at their own pace, and it allows teachers to implement more active learning strategies that reflect a student-centered (vs. lecture- or teacher-centered) approach in the classroom.
- Rearranging the physical space to encourage collaborative work and such. Shift from a teacher-centered classroom to a student-centered approach Educators use Intentional Content to maximize classroom time in order to adopt various methods of instruction such as active learning strategies, peer instruction, problem-based learning, or mastery. Professional educators are reflective in their practice, connect with each other to improve their trade, accept constructive criticism, and tolerate controlled classroom chaos. While Professional Educators remain very important, they take on less visibly prominent roles in the flipped classroom.
- Audience discusses how a Swiss Army knife and the Flipped Learning model are similar.
- A friend of mine tells the tale of a friend doing a sail boat race around the world. These solo sailors cannot pack a tool for every eventuality: need efficiency – something that can fit into a small place and deal with a variety of problems effectively. Being at sea places constraints on a person so you need to be flexible & efficient with what you have. Flipped Learning is the same: it makes efficient use of resources--we want to maximize students’ face-to-face time with teachers, and thus efficiently use the limited time teachers have to cover the broad curriculum they are required to cover in a limited period of time.
- How do we maximize face-to-face time with the teacher and with fellow learners? Lecture? Active learning? Think about this, use as a place holder as we discuss the research.
- From http://assessment.uconn.edu/docs/TeacherCenteredVsLearnerCenteredParadigms.pdf
- Research gives us clues as to what might be the ‘active ingredients’ of Flipped Learning as well as its effects. A few studies here that provide some basis for how flipped learning can be effective. Additional sources noted in the Notes section of these slides.
- Related lit: strategies for enhancing learning, that seem to be part of the Flipped Learning model. Surveys: small as well as large, local & national, of teachers, students, parents & administrators. Case studies: from K-12 as well as higher ed.
- As noted previously, learning requires knowledge transfer. Focus of cog. load theory is to transfer knowledge efficiently (e.g., http://andrewcerniglia.com/?cat=52 ). The goal is to reduce extraneous cognitive load to ensure uptake of information. Musallam (2010) in his dissertation researched effects of pre-training (receiving direct instruct. before in-class instruc.) & found significant relationship between mental effort & pre-training for students, indicating that students needed to use fewer cognitive resources to learn new material when they received pre-training. This and other studies (Ayers, 2006; Mayer, 2009) suggest that pre-training may be an effective method of managing the intrinsic cognitive load and, thereby, provides one potential mechanism of the effect of the Flipped model on learning.
- Source: http://kidedotals.com/book/export/html/373 ; based on the research of the National Training Labs, Bethel Maine re: the learning pyramid (see http://activelylearning.wikispaces.com/). Goal of Flipped Learning is to maximize face-to-face time with teacher. That means shifting focus to student-centered approaches that actively involve students in their own learning.
- Prince (2004) and Michael (2006) provide summaries of the research on active learning, defining it and describing the studies. Strategies include, but are not limited to peer instruction, problem-based learning, inquiry-based approaches, hands-on activities, collaborative research.
- Regarding language learners, for example, Marshall and DeCapua (2013) note that in traditional classrooms, English language learners “put most of their effort into the lower levels” of Bloom’s Taxonomy--understanding and remembering--as they attempt to follow the teacher’s instructional delivery. In the flipped classroom, the teacher moves lower levels of the taxonomy to outside of the group learning space, where students can then work on mastering concepts on their own time and pace. When using video, for example, students can pause, rewind, and review the lesson at any time. In class, the teacher and students can then focus on the upper levels of the taxonomy (applying, analyzing, and creating).
- Data sources are case studies/action research projects or surveys
- The Flipped Learning and Democratic Education survey conducted by Tom Driscoll at Teachers College, Columbia University in 2012 was completed by 26 educators and 203 students from across the United States. According to Driscoll (2012), these results suggest how Flipped Learning can democratize the learning environment.
- An online survey of 450 teachers conducted in 2012 by the Flipped Learning Network in conjunction with ClassroomWindow found that teachers associate Flipped Learning with improved student performance and attitudes, and increased job satisfaction.
- Project Tomorrow is a national education non-profit. Specific questions about Flipped Learning were asked in 2012, 13, 14. The survey defined Flipped Learning as a model in which students watched instructional videos as homework and class time was used for “discussions, projects, experiments and to provide personalized coaching to individual students.”
- Peer instruction is an interactive teaching method developed by Harvard Professor Eric Mazur in the early 1990s. Originally used to improve learning in introductory undergraduate physics classes. It is a student-centered approach that involves flipping the traditional classroom by moving information transfer out and moving information assimilation into the classroom
- Many are threatened by what modern technology might do to their job security. Mazur argues that educators need to realize their role in the classroom is changing for the better, from a source of information to a guide in how to use it.
- From https://chronicle.com/article/How-Flipping-the-Classroom/130857/ , Berrett suggests that interest in Flipped Learning is the result of a confluence of these forces.
- Seems the research is focusing mainly on STEM courses, with Physics teachers at forefront of testing new instructional models. Avg. normalized pre/post gains calculated this way: (post-pre)/(100%-pre); Hake found more than twice the avg normalized gain for flipped students vs. traditional lecture. U of MI results: In 2008, Michigan gave concept inventories to students before they started calculus and after they finished, and calculated the difference relative to the maximum gain they could have made. Students in Michigan's flipped courses showed gains at about twice the rate of those in traditional lectures at other institutions who took the same inventories. The students at Michigan who fared worst—a group of 12 who were at risk of failing the course—showed the same gain as those who demonstrated the largest increase in understanding from traditional lectures elsewhere. In Hake’s study, > 6,000 students provided data. Avg. normalized gains were more than twice those of the lecture-centered courses. Crouch & Mazur summarize data over 10 yrs; found as they refined peer instruction, avg. normalized pre/post gains improved with each cohort.
- Keys to success
- Josh Stumpenhorst (2012) argued that student-centered instruction and engaged, active learning should already be occurring in classrooms. They also contend that Flipped Learning is not a defined model but is, instead, the result of teachers using different tools to meet individual students’ needs. This is a valid observation. The flipped classroom model does not eliminate the lecture or other means of direct instruction. Instead, it removes lectures from the group learning space to maximize the amount of time teachers have to spend with individual students and students have to spend working with one another.
- Gary Stager contends that we wouldn’t need to consider models where we “offload” direct instruction if our curriculum wasn’t “morbidly obese.” We are trying to cover too much content in too little time, so we have to engage students outside of class time to continue instruction. Stager argues that we should not be impinging on family and home time with more school work.
- Gary Stager also notes that the flipped model is doubling up on two features of instruction that are the least impactful on learning: lecture and homework.
- Stager’s other concern is that in order to scale up the flipped learning model, we’ll be hiring mediocre teachers to make videos and sell them to schools for use, thus standardizing the whole process and hindering the very process we are trying to enhance. This slide and the previous two summarize concerns that Gary Stager brings up with Aaron Sams on talk radio, the podcast for which is found here: http://www.scpr.org/programs/airtalk/2013/02/20/30599/can-flipping-the-classroom-fix-the-educational-sys/
- Return to the analogy of the Swiss Army knife – the purpose of this tool and of the Flipped Learning model is to maximize resources and to gain efficiencies. Flipped Learning model is focused on maximizing face-to-face time with the teacher, thus making efficient use of the limited time that teachers have to implement the curriculum they are given and to teach the content they are required to teach within a given timeframe.