Changing Spaces: Flipping the Classroom

Dr Debbie Holleydebbie.holley@anglia.ac.uk

@debbieholley1

Department of Education

Dr Helen Websterhelen.webster@anglia.ac.uk

@scholastic_rat

Anglia Learning and Teaching

Anglia Ruskin University

Students enjoying writing!

What learning and teaching is taking place in this classroom?

What learning and teaching is taking place after they leave the classroom?

The problem with the traditional classroom (with kind permission from Audrey McLaren 2012)

• The Shifted Classroom

The Flipped ClassroomA form of blended learning, flipped learning reverses the traditional format of initial content delivery in class, and higher order application/exploration of concepts as homework.

Teacher becomes guide on the side, not sage on the stage (James Mackenzie’s work on The Wired Classroom 1998)

Creation

Evaluation

Analysis

Application

Understanding

Knowledge

Origins of the Flipped Classroom

2007 Jonathan Bergmann and Aaron Sams,

Colorado high school Chemistry Teachers

- Recording powerpoints & posting online for students who missed class

Not an entirely new idea – some (esp Humanities)

disciplines have long set reading before class using

the book as learning technology

The flipped model puts more of the

responsibility for learning on the

shoulders of students while giving them greater impetus

to experiment.

Great resource: 7 things you should know about flipped classroomshttps://net.educause.edu/ir/library/pdf/ELI7081.pdf

‘Flipping’Why Flip?Student-centred:

• students can explore new content at their own pace, and review when needed

• students are active in class and responsible for own learning outside class

• class time can be used to apply, explore, assess and deepen understanding, with individual attention and instant feedback on process as well as product

• Students are more engaged and less anxious

How to flip

Software, platforms and apps for:• Content delivery• Text • Video (including screencasts,

animations, etc)• Audio • Image (including visualisations,

infographics etc)• Interaction with students – lower

level questions

Examples: drdebbieholley.com/creativity

The Learning Developer’s Classroom

What is your classroom?• What type and level of

learning and teaching activities take place in your ‘classroom’?

• What related type and level of learning activities do (you hope) students undertake outside your classroom?

• Why do these activities currently take place in these spaces? Pedagogy or technology?

Who is in it?

pairs/small group exercise

5 minutes

Let’s have a rethink:How can the two be joined up and integrated?

What type and level of learning and teaching learning

development is face to face provision best reserved for?

What is online provision best reserved for? How

can we make it a complement rather than a duplication of face to

face provision?

5minutes pairs/small group

Flipping Learning Development Provision

• How flipped is the learning development ‘classroom’ already?

• What would a flipped learning development classroom look like?

• What are the barriers to using a flipped classroom approach in learning development work?

Pairs/small groups 5 minutes

Interprofessional learning – a 3-way flip?

Student’s time and

space

Faculty Classroom

Learning Developers’ classroom

How can we work with staff in faculties to help them flip their classrooms, and to flip our own so that our provision can take place in spaces beyond our own classroom? Integration and embedding…

Groups/pairs present feedback

Ideas shared here: http://padlet.com/wall/3gdl8enqt9

Challenges

• The Digital Divide (Student access, skill and digital literacy)

• Own time and skill• Reproducing traditional formats rather than

adapting them for the flipped classroom (1 hour lecture recordings?)

• Student buy-in and engagement

An example of a Flipped ClassroomA cohort of BA Primary trainee teachers anticipated difficulty and struggle in their forthcoming ‘Preparation for Research’ module, and were fearful and hostile to the tutor in the first session. Reviewing the situation it was agreed that three additional sessions would be offered to facilitate writing for their coursework. The students identified three areas of concern:

• Identifying and overcoming potential barriers to completion

(Collaborative collage)• ‘I can’t write’ the ‘blank page scenario’(Speedwriting/dating)• Understanding methodological terms(methodological monsters collage/unpacking terms class)

Feedback on the collaborative poster collage• Sharing ideas, working with others, peers support, guidance and

assessment• Clarify research questions, identifying how to overcome barriers• Good to think about how to get started and share ideas/listening

to other groups thoughts.• Everything! This session has allowed us to think realistically and

create a fun and creative outcome, as well as providing the resources

• Calmer about planning, this session has motivated meFeedback on speedwriting and speed-dating

• Talking with other students for ideas, thinking about my next steps

• Really useful, enjoyed session, discussion with others was really useful. Thank you

• Feel confident to go and research!Feedback on methodology (the outside photo)

• Getting clarification of 'orrible 'ology's, using the body is a great idea

• Understand ontology and epistemology through activity• Makes me feel less scared about it!• This lesson has supported my knowledge of tricky words and

how to use them in my work

Link to VLE http://vle.anglia.ac.uk/modules/2012/MOD003129/SEM2-A-1/Pages/Home.aspx

Online:

videocast to explain coursework in detailThanks to Faculty Learning Technologist Mark Miller for the online resources showcased

Online:

wiki for anonymous & individual FAQs

Online:

This is Lino IThttp://en.linoit.com/

online post-it wall to collect students questionsYou can also use padlethttp://padlet.com

Online

QuestionMark Perception • Matched with a ‘glossary’ tab on VLE, where terms were explained – this was a wiki so students could add as they found additional terms/ explanations

• Random questions with choice of 4 answers – database of 20

• Open so students could try as many times as they wanted

• Designed to build confidence, not text knowledge

• Available ‘pre-start’ ie students had access to the whole site 2 weeks before term started

In class:

Collaborative Collage to map out progress(thanks to LD ers Pauline Ridley and Sandra Sinfield for supporting me!

In class:Visual creative groupwork to decipher methodological terms

And class doesn’t have to be inside….

In class:Speed dating session to overcome writer’s block

Thanks to these LD ers! Reid, M., Frith, L., Hill, P., Holley, D., Ridley, P., Sinfield, S. and Sentito, E. (2010). Engaging subject academics in Learning Development: Different partnerships enabled by different models of LD Panel presentation at ALDinHE, Nottingham, 29-31 March

Thank you for coming! Any thoughts, comments, questions?

Writing workshop in

class (have run with 82) happy

to share

Interactive reading of journal article blown up to A3,

shared across groups, each group summarises then works out what

comes before/after

Large classes – use flip chart paper on walls and

do a collective themes worries/ solutions –

students provide solutions

Free book designed for students, by

students (WriteNow Resource)

http://www.writenow.ac.uk/assessmentplus/documents/WritingEssaysAtUni-11.pdf

Lots more ideas from:The ALDinHE Professional Development Working Group Conference:Look/Make/Learn: visual transformations in learning, teaching and assessment Conference in London on 28/01/2014 – link http://learning.londonmet.ac.uk/epacks/look_make_learn/