Evidence of Success: A Review of Flipped Learning

Rob Kadel, Ph.D. & Katherine McKnight, Ph.D.Pearson Research & Innovation Network

&University of Colorado Denver

What does this have in common with Flipped Learning?

Agenda• What is flipped

learning?• How did flipped

learning come about?

• What does the research say?

• Putting flipped learning to work

• Keys to success

WHAT IS FLIPPED LEARNING?

The Simple Version: Lectures as Homework

The Simple Version: Engaged Students in Class

A way to maximize students’ individual face-to-face time

with the teacher by off-loading direct instruction to the personal space

Taking direct instruction out of the large group learning space,

and shifting it into the individual

learning space…

HOW DID FLIPPED LEARNING COME ABOUT?

What does this have in common with Flipped Learning?

‘Round the world solo…

What problem(s) does the flipped model solve?

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

Benefits to You & Your StudentsWhy would you implement flipped learning in your classroom? Share with others: What do you teach, and how might flipped learning benefit your students?

WHAT DOES THE RESEARCH SAY?

Sources of Data

Studies from related literature

Surveys

Case studies/action research

Cognitive Load TheoryThere 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)

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).

Active learning is associated with improvedacademic performance, increased engagement, critical thinking, & better attitudes toward learning (M. Prince, 2004, J. Michael, 2006).

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)

PUTTING FLIPPED LEARNING TO WORK

Survey Research: Students

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

Trends in Flipped Learning2014 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

Flipped Learning Professional DevelopmentWhat 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?

“Education is a two step process. First, transfer of information… Eric Mazur

Second, assimilation of information. We must make ourselves available as faculty to help students with assimilation. After all, information is everywhere now.” Eric Mazur

A Confluence of Forces (Berrett, 2012 - Chronicle of Higher Ed)

Technological innovationsPolicies aimed at demonstrating outcomes in higher edCognitive psychology insights on how students learn

Economic realities: large class sizes

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

Results in STEM coursesLocation & 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)

KEYS TO SUCCESS

Keys to SuccessClassroom 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 NetworkWhen you do focus on the videos, keep them shortDeliver information in chunks5 - 8 minutes is a good length per video

Keys to SuccessHave constant communication with studentsManage student expectationsCommunicate content as well as strategies for successTry flipped classrooms with others in your departmentMake it more of a trend than an exceptionBe patientFlip your course in chunks over time ORHave plenty of time for course prep. (Summertime anyone?)

Addressing ConcernsShare with others: What is your primary concern about flipping your classroom? Others in your group: What strategies and/or tools might you recommend?

CONCERNS ABOUT FLIPPED LEARNING

Shouldn’t This Be Standard Practice?

The Bloated Curriculum

Too Much Emphasis on Lecture & Homework

Standardizes the Learning Experience

Maximizing Resources

Thank You!

Rob Kadel, Ph.D.Katherine McKnight, Ph.D.Pearson Research & Innovation Network

Web: ResearchNetwork.Pearson.com