In Flip Your Classroom to Increase Active Learning and Student Engagement, Bethany Stone, University of Missouri-Columbia, discussed her flipping two different classes – a small genetic diseases class and a large biology class. She had very positive experiences with both a recorded some good data. I found particular interesting as we head into our own Flip Classroom pilot project at ECC. I’d really like to experiment with Google Voice and text messaging as she describe using in her presentation.
My Notes:
Jon Bergmann and Aaron Sams high school came up with term “Flipped Classroom”
Study showed students less active in class than sleeping
– Tech tools to create accountability
– Many ways to deliver content
– Tech savvy students
Post recording 1 week before class
7-10 minutes video, no longer
Other readings, activities, videos
Students responsible for taking notes and jotting down questions
Basic quiz for accountability
Find newspaper article and bring it to class
Answer questions – google voice – put up on web page
Control questions to answer. Can text them as a response individually too.
Activities during class – Concept mapping
Started with just one class a week
Follow up, another online quiz – higher level thinking
Small Genetic Disease Class
Does it increase student learning?
10% jump in scores for flipped and harder exam questions
Will it reduce attendance?
Still coming to class
Majority students liked
Big Bio Class
– students went right to quiz, didn’t study materials, lower pre-quiz scores
– improved post-quiz scores
– attendance improved
– More engagement, positive reception
Explain strategy to students, keep them informed
Balance carrots and sticks
Repetition of learning goals
Pitfalls
– you can’t force students to learn, failing students will fail harder
– love/hate student feedback
– more work for instructor
Benefits
– lifelong learners ( control own learning)
– engagement
– interaction
– instant feedback
– professional satisfaction
– gateway to online teaching strategy
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