Presentation on how to flip the classroom given at CaliBUG on October 11, 2013

1. Program/Course Design and
Development
William Byrnes: profbyrnes@gmail.com
Jason Fiske: fiskeja@tjsl.edu

2. Agenda
• Why flip the classroom?
– TJSL online Graduate Programs moved online
program from live lecture based to flipped model
• Challenges?
• Implementing the Flip
• Assessing outcome

3. Program Design
5 Concentrations:
1) Financial Services and Wealth
Management
2) International Taxation
3) United States Taxation
4) Compliance and Risk Management
5) Bankruptcy and Restructuring

4. Agenda
•Why flip the classroom?
• Challenges?
• Implementing the Flip
• Assessing outcome

5. Why is Comparative Law, and International
Law, necessary ?
–Example outcome
expanding the universe of perspectives for the
lawyer’s toolkit through exposure to foreign
legal concepts and foreign legal solutions
allows an expanded frame for creative
problem solving of local issues
Identify Program or Course Outcomes

6. Identify the Program, Course, Unit
“Occupational Standards”
1. Performance Criteria
• Employee must be able to …
2. Knowledge & Understanding
• Develop and monitor
• Core knowledge specification
• Role of stakeholders
3. Behaviors
• Communication, Influencing, Problem
Solving, Decision Making, Professionalism

7. Establish the Outcome
Performance criteriaPerformance criteria

8. Agenda
• Why flip the classroom?
• Challenges?
• Implementing the Flip
• Assessing outcome

9. Identify Challenges
1) IT Support
2) Differentiation

10. IT Support
1) Early intervention
2) Make all steps as clear as is
possible

11. Differentiation
1) Bolster entry-level learners
–Study Guides
–Guided Practice (Flipped/Oxford Style)
–Asynchronous lectures, Synchronous
guided practice
2) Engage student in active learning
–Benchmarks for early intervention

12. Group Diversity
“Diverse groups of problems solvers
– groups of people with diverse tools –
consistently outperform groups of the
best & the brightest”

13. Technical v. Professional
• Learn to Identically Repeat a Set of
Tasks to Create a Result
• Obtain a Body of Knowledge &
Able to Apply to Changing Facts

14. Agenda
• Why flip the classroom?
• Challenges?
• Implementing the Flip
• Assessing outcome

15. Leveraging Distance Education
– Communications Technology: Oral
Tradition, to Codex, to Internet
– Best Practices See Distance
Education Work Group Blue Paper)
http://www.law.harvard.edu/programs/plp/pdf/
Distance_Learning_in_Legal_Ed.pdf

16. Supporting the Flip
• Study guides
• Clear organization of dates/expectations
• Robust Discussion Forums

19. Building Study Guides
Learning Frameworks
• Schema
• Matrices
• Mind-mapping

22. Underlying Pedagogical Factors
– Law & Linguistics (linguistics in the
context of language, as well as in
the context of semiotics)
– Contextualization: historical,
sociological, economic

24. Flipping the CLassroom
• Part 1: Recorded Sessions
• Part 2: Live Sessions
• Part 3: Dynamic Learning Environment

26. Flipping the Classroom
• Part 1: Recorded Sessions
• Part 2: Live Sessions
• Part 3: Dynamic Learning Environment

27. Weekly Live Session

28. Differentiation: Live Sessions
Engage and challenge advanced-entry
learners
•Advanced planning strategies
and scenarios
•Publication Opportunities

29. New Generation of Information
Accumulation
–Instructor as Mediator of Resources
–Access of (Legal) Information expands
or contracts the universe of
perspectives and potential solutions
–Crowd Sourcing, Concept
Mapping, Algorithms, & Artificial
Intelligence

30. How Information is researched and
analyzed
–New Legal Research Platforms are
emulating Google which is “Crowd
Sourcing”
–Algorithms that track meaningful
interactions with documents by all users of
platform with results
Example: WestNext and LexisAdvance search
40,000 databases, over 1 billion documents

31. How Information is researched and
analyzed
–Structure of law and legal analysis
–Working knowledge of reliable
resources available
–Identify appropriate sources of law
–Efficient leveraging of resources

32. Flipping the Classroom
• Part 1: Recorded Sessions
• Part 2: Live Sessions
• Part 3: Dynamic Learning
Environment

34. Agenda
• Why flip the classroom?
• Challenges?
• Implementing the Flip
• Assessing outcome

35. Assessments
Early/Active Intervention
Benchmarks
- Formative Assessments
- Summative Assessments

36. Formative Assessments
- Prompt, formative feedback
- CALI Lessons
- Feedback on assignments within
72 hours of submission (course
manager)

39. New Skills – New Learning*
• knowledge management
(superior information gathering and
discernment)
• techno-social skills
(group work skill set)
*Berkman Center (Harvard) Study (Koo)

40. Blogs
• William Byrnes: profbyrnes@gmail.com
http://profwilliambyrnes.com/
• Jason Fiske: fiskeja@tjsl.edu
http://onlinetaxprof.wordpress.com/