This document discusses flipping the traditional classroom model to engage students. It describes how the traditional model was designed for mass education but does not fit individual student needs. The flipped model shifts instruction to pre-recorded videos for students to watch before class, allowing class time to be used for active learning activities and discussion. Examples of how flipped learning has been implemented at PLU are provided, along with tips for creating instructional videos and implementing the flipped model.
3. Traditional Educational Model
History of Educational Model
• Designed during industrial revolution
• Assembly line design
• Educated in batches, by age
• Separated by subject matter
• Goal is standardization
• “One size fits” all approach
4. Traditional Educational Model
Problem with One Size Fits All
• Students receive same education
• Students however are different
Can’t take notes fast enough… Miss classes… Never absorbs key concepts…
5. Traditional Educational Model
Challenges to One Size Fits All Model
• Individual interest in subject matter
• Disenchantment with the system
• Generational values absent in the system
• Connect
• Collaborate
• Create
6. So then…If we could design
a model for today’s students,
that goes beyond a one size
fits all approach, what unique
elements would we change?
RSA Animate – Changing Education Paradigms
By Sir Ken Robinson
http://www.youtube.com/watch?v=zDZFcDGpL4U
8. Flipped Course Model
Research:
• Project based learning is powerful
• Long lectures lose student attention
• Peer learning is more effective
http://www.naz.edu/chemistry/lab-partners/multimedia%7Cmultimedia:000%7Cimage
9. Flipped Course Model
• Shift in instructor and student roles
• Pre-recorded instruction before class
• Activities and discussion in class
http://www.knewton.com/flipped-classroom/
16. Class Time
• Instructor is facilitating learning
• Students are engaged in activities
• Students are often working in small groups
http://americanradioworks.publicradio.org/features/tomorrows-college/lightbox/umr/000-044.jpg
17. Class Time
Class time might include:
• Project based learning
• Group discussions or debates
• Peer teaching
• Small group remediation
18. Class Time
Class time might include:
• Analysis of reading, materials, lectures
• Critiquing or evaluating ideas
• Researching or exploring evidence
• Practicing skills and completing exercises
19. Class Time - Activity
Traditional
Warm-up 5 min
Homework review 20 min
Lecture 30 min
Practice 20 min
Flipped
Warm-up 5 min
Q&A 10 min
Practice 60 min
21. Flipped Learning at PLU
• No official data
• Experimentation is occurring
• Audience poll
fall-visit-640-11-12-12.jpg
22. Flipped Learning at PLU
Example:
• Chemistry at PLU
• Process demonstration
• 5 minute videos
23. Flipped Learning at PLU
Pros
• High-touch and high-tech
• Research supports active
learning & peer learning
• Reduces student passivity
• Flexible model
Cons
• Initial time and effort
• Student resistance
• Lack of research
24. Flipped Learning at PLU
Instructional Design Tips:
• Start small,
• one lesson/activity
• Something difficult/ open for improvement
• Analyze the objective
• Plan for active learning
• Consider alternative approaches
• Best use of class time
• Best use of independent time
• Additional supports/options
http://tcf.org/assets/images/commentary_images/2014-2-20-sat-ben-blog.jpg
26. Implementing the Flipped Model
The Right Content
• Determine lesson objectives
• Choosing type of content
• Using other people’s content
• Limited time
• Struggle with technology
• Camera-shy
TEXTBOOK ARTICLE VIDEO SIMULATION APP
27. Implementing the Flipped Model
Making Your Own Content
• Determine format
• Demonstration/explanation
• Narrating presentation slides
• Weekly lectures
28. Implementing the Flipped Model
Video as Flipped Content
• Checkout kits available now!
• Hardware
• Software