Slides from the flipped classroom workshop at Delta College, University Center, MI on Feburary 1, 2014.

1. FLIPPING THE CLASSROOM
Professional Development Seminar,
Delta College 1 February 2014
Robert Talbert, Grand Valley State University
Facilitator

2. Robert Talbert, PhD.
Associate Professor of Mathematics
Grand Valley State University
Dad, nerd, learner
talbertr@gvsu.edu
http://proftalbert.com
@RobertTalbert on Twitter
google.com/+RobertTalbert
!
Casting Out Nines blog: http://chronicle.com/blognetwork/
castingoutnines
!
This workshop: proftalbert.com/consulting/delta-college

3. The main goal:
!
Pick one course you would like to flip.
Pick one topic within that course.
Create an entirely flipped lesson for it.
!
And then: Set goals for near- and long-term
implementation of the flipped class in your own courses.

4. The plan for the schedule (approximate, and subject to change)
!
Now—about 10am: Background on the flipped class, setting terms, case
study from Calculus 1.
10—11: Move into working groups. Group work on setting learning
objectives, finding/making learning materials, and constructing pre-class
activities.
11—12: Work in groups. Construct: A complete pre-class activity for your
topic in your class.
!
12—1: Lunch.
!
1—2: Continued work in groups. Construct: Accountability instrument, inclass activity, follow-up assignments. Assemble materials in poster form.
2—3: Poster presentation.
3—4: Open time. Q&A, items from the pre-workshop, etc. End with goalsetting exercise and post-workshop information.

5. Robert’s rules of order for workshops
!
You can ask a question at any time.
Focus on questions useful to the whole group.
We can change course but keep the main goal in mind.
Stay active.
Stay positive.

6. Part 1
What is the flipped classroom and what problems does it address?

7. Small group brainstorming:
!
How would you define the flipped classroom?

8. What issues or problems does the flipped
classroom address?

9. What class, and what topic within that class, do
you want to focus on today?
!
(Doesn’t have to be the same class or topic for the
whole group)

10. My take:
!
The flipped classroom is a course design platform in which class
meetings focus on active student work aimed at deep learning,
and pre-class time is focused on preparation for that work.
!
The flipped classroom addresses lots of issues, but especially:
- The relationship between difficulty of work and access to help
- The development of self-regulated learning skills and
behaviors

11. The inverse relationship between difficulty and help:
Traditional classroom
More difficulty
Less help
Less difficulty
More help
{
Out of class
{
In class

12. The direct relationship between difficulty and help:
Flipped classroom
More difficulty
In class
Out of
class
More help
Less difficulty
Less help
{
{

13. NEED for independent learning
AGE

14. NEED for independent learning
Amount of PRACTICE
with independent learning
AGE

15. NEED for independent learning
DESIRE to practice
independent learning
Amount of PRACTICE
with independent learning
The NEED for independent learning increases
exponentially while the PRACTICE and DESIRE for it
AGE
decreases exponentially. Why?

16. The practice of, and desire for, independent
learning decrease — but students’ ABILITY to
learn independently does not decrease.

17. Self Regulated Learning (Pintrich, 2004)

18. Class time focused
on active work
Pre-class activity
designed to
develop selfregulating skills
Pre-class and class
activities
designed to mediate

19. The flipped class offers a platform to not only deliver
content, but to train students intentionally on
self-regulated learning skills, build selfefficacy, and encourage active engagement.

20. Part 2
Flipped course design and case study

21. Flipped design workflow: Designing pre-class activities

22. Flipped design workflow: Handling class time

23. Case Study: MTH 201 at GVSU
•
Fall 2013: 14 sections, about 400 students from variety
of majors.
•
Sets the tone for all future math courses (for better or
worse)
•
Three sections flipped.
•
Goal: Students will be at least as well prepared as nonflipped students and develop habits of mind attendant
with self-regulated learning.

24. Guided tour of course materials and a typical MTH
201 instructional unit
!
Think: How will this process map onto your unit in
your course?

25. Part 3
Constructing learning objectives

26. But first: Let’s form working groups.
!
Option 1: Everybody in the group is working on the same course and
the same unit.
!
Option 2: Different people in the group are working on different
courses or units, but you all will help each other.
!
Take 5 minutes to form groups of 2—4.

27. Constructing learning objectives: Handout

28. Assembling resources: Two ways to do it

29. Part 4
Building your unit’s pre-class activity

30. Flipped design workflow: Designing pre-class activities
In your groups, construct
a complete Guided
Practice for your unit.
Type it up, print it out for
poster presentation.

31. Part 5
Designing the rest of the class meeting

32. Schedule until 2pm:
•
“Publish” your Guided Practice
•
Write an accountability instrument (entrance quizzes, exit
tickets, etc.)
•
Write an in-class activity (active, aimed at deep learning)
•
Write or at least outline follow-up activities
•
Brainstorm with your group contingency plans for if
things don’t go so well

33. Part 6
Poster session

34. Part 7
Open mic session

35. Where to go from here?
!
Read some of the additional resources at the website.
Discuss the flipped class with your students (hypothetically).
Discuss the flipped class with your department and college administrators.
Get on Twitter, Google+, blogosphere and follow people who talk about/
do things with the flipped classroom.
!
Goal setting:
- Something small for this semester (last week of classes? test review? lab
sessions?)
- Something a little larger and more systematic for next semester (“flipped
Fridays”, weekly lab sessions, etc.)
- A full class one year from now (time to make videos, etc.)
!
What are some goals YOU have?

36. Thank you VERY MUCH.
talbertr@gvsu.edu
http://proftalbert.com
@RobertTalbert on Twitter
google.com/+RobertTalbert
!
Casting Out Nines blog: http://chronicle.com/blognetwork/
castingoutnines
!
This workshop: proftalbert.com/consulting/delta-college