FLIPPING THE CLASSROOM Professional Development Seminar,

Delta College 1 February 2014Robert Talbert, Grand Valley State UniversityFacilitator

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

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.

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, in-class 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 goal-setting exercise and post-workshop information.

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.

Part 1

What is the flipped classroom and what problems does it address?

Small group brainstorming: !

How would you define the flipped classroom?

What issues or problems does the flipped classroom address?

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)

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

Out of class{In class{

More difficulty

Less difficulty

Less help

More help

The inverse relationship between difficulty and help: Traditional classroom

In class{Out of class {

More difficulty

Less difficulty

More help

Less help

The direct relationship between difficulty and help: Flipped classroom

AGE

NEED for independent learning

AGE

NEED for independent learning

Amount of PRACTICE with independent learning

AGE

NEED for independent learning

Amount of PRACTICE with independent learning

DESIRE to practice independent learning

The NEED for independent learning increases exponentially while the PRACTICE and DESIRE for it

decreases exponentially. Why?

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

Self Regulated Learning (Pintrich, 2004)

Class time focused on active work

Pre-class activity designed to develop self-

regulating skills

Pre-class and class activities

designed to mediate

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

Part 2

Flipped course design and case study

Flipped design workflow: Designing pre-class activities

Flipped design workflow: Handling class time

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 non-flipped students and develop habits of mind attendant with self-regulated learning.

Guided tour of course materials and a typical MTH 201 instructional unit !

Think: How will this process map onto your unit in your course?

Part 3

Constructing learning objectives

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.

Constructing learning objectives: Handout

Assembling resources: Two ways to do it

Part 4

Building your unit’s pre-class activity

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.

Part 5

Designing the rest of the class meeting

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

Part 6

Poster session

Part 7

Open mic session

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?

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