using the flipped classroom model in a college reading course

“Revolutionizing Learning to Enhance Student Success.”

USING THE FLIPPED

CLASSROOM MODEL IN A COLLEGE READING

COURSE

Description of • the study• the flipped classroom• positive flipped outcomes• instructional activities designed to

achieve flipped outcomes• the course itself• the results of the study

TOPICS COVERED IN THIS PRESENTATION

B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G

Determine -1. the degree to which flipped

classroom outcomes occurred in a college reading course (student survey).

2. the instructional activities that influenced those outcomes (student survey).

PURPOSE OF THE STUDY


DEFINITION OF THE FLIPPED CLASSROOM


STUDENTS GAIN FUNDAMENTAL KNOWLEDGE PRIOR TO COMING TO

CLASS


SO THEY CAN THEN APPLY THAT KNOWLEDGE IN CLASS


CONTRAST WITH TRADITIONAL MODEL

Pre ClassStudents

prepare for lecture

In Class

Instructor lectures on mostly pre

class material

Post/Pre

ClassStudents- apply lecture

thru HWprepare for next class

Students receive

feedback on HW a day or week later (not in real

time)

Traditional

Pre Class

Students are held

accountable to learn new

course material

In ClassClass

debriefs pre-class

work Instructor provides real-time feedback on inclass

assignments

Post/Pre

ClassStudents-

finish inclass assignmentsprepare for next class

Flipped

Desire to Overcome the Coverage vs. Depth

Challenge

Advent of Digital Technology

HOW DID THE FLIPPED CLASSROOM GET

STARTED?


An Effectively Flipped Classroom

is most appropriate when there is

a performance-mastery versus

a content-delivery emphasis


FLIPPED OUTCOMESFROM THE STUDENT’S PERSPECTIVE

Meaningful Hands-on Learning

Better Learning

Retention

Material that is more easily

reviewable.

Students better

prepared for Class

Skills Expanded

in-Class

Several Ways to Learn the

Material

Meaningful Peer-to-Peer

Interaction

Meaningful Instructor Interaction

Instructor more aware of Student

Abilities

Easier to Catch Up on

Missed Material

Students able to Go at Own

Pace

A SYNTHESIS FROM THE FOLLOWING SOURCES:Ash, 2012; Baker, 2000; Bathker, 2013; Bennett et al., 2011; Bergman &

Sams, 2008, Davies, 2013; Hertz, 2012; Hughes, 2012; Gajjar, 2013; Kahn, 2011; Lage et al., 2000; Spencer et al., 2011; Talbert, 2012; Tucker, 2012

FLIPPED OUTCOMESFROM THE STUDENT’S PERSPECTIVE


FLIPPED OUTCOMESFROM THE INSTRUCTOR’S PERSPECTIVE

Diminished Lecture Prep

Time

Greater Student-Friendly

Instruction (preclass)

Able to develop better

Application-type activities

In Class

Reach Struggling

and Advanced Students at Same

Time




MISCONCEPTIONS

Content coverage will be sacrificed

A fad that will go away

Simply an online course

Students staring at a computer in

class

Flipping means:

Students working without

structure

Teachers replaced by

videos




CHALLENGES

Students adjust to new

learning schedule

Upfront cost for Instructors

Instructors letting go of their inclass

role as primary information

conveyer

Making time to grade student performance




Creating a culture of class preparedness

OUR COURSE

Advanced Reading Strategies for

College Success


Elective course for graduation credit


2 credit class taught twice a week for 50min


Four sections taught by four

different instructors.


20-25 students per section


Mostly Juniors and Seniors take the course with an

average of 26 on the reading

section of the ACT


PURPOSES OF THE COURSE


STUDENTS WILL -

Describe reading principles and strategies.


STUDENTS WILL -

Explain 1. what the strategy is, 2. why it is important, 3. how to do it, and 4. when or under what

conditions to apply it. B R I G H A M Y O U N G U N I V E R S I T Y S T U D E N T D E V E L O P M E N T & C E N T E R F O R T E A C H I N G & L E A R N I N G

STUDENTS WILL -

Explain what reading is, especially academic

reading.


STUDENTS WILL -

Select, adapt, and practice the reading strategies that make the greatest contribution to their understanding, learning and reasoning from their college texts.


STUDENTS WILL -

Demonstrate improvement from their baseline comprehension rates and reading speed .



Students master 26 reading comprehension strategies that are divided into three

categories

READING COMPREHENSION

BeforeReadin

g Strateg

ies

During Readin

g Strateg

ies

After Readin

g Strateg

ies6 strategies 10

strategies10

strategies



categories


BeforeReadin

g Strateg

ies

During Readin

g Strateg

ies

After Readin

g Strateg

ies6 strategies 10

strategies10

strategies

SURVIVAL Reading Strategies Covered in the 1st Half of the

Semester



categories


BeforeReadin

g Strateg

ies

During Readin

g Strateg

ies

After Readin

g Strateg

ies6 strategies 10

strategies10

strategies

SCHOLARLY Reading Strategies Covered in the 2nd

Half of the Semester


Layered Reading Framework


Before Strategies


During Strategies


After Strategies

They also master 7 speeding –up reading drills that help them increase their

INCREASING READING SPEED

Line Read Rate

Page Read Rate

Book Read Rate


Students use a device called “ReadMate” to pace themselves as they use different

speeding-up strategies.

They track their progress on a “Speeding-up Chart”

They demonstrate their ability to perform each speeding-up drill in a “Speeding-up Lab”

SPEEDING-UP ACTIVITIES


HOW THE CLASS IS SET UP

Strategy Explanation

Strategy Demonstration

Strategy 1st Practice + Meta-cognitive

Reflection

Pre-Class Activities

In-Class Activities

Debrief Pre-ClassCoached Practice +

Meta-cognitive Reflection

Debrief In-Class


HOW THE CLASS IS SET UP


Strategy DemonstrationStrategy 1st

Practice + Meta-cognitive

Reflection


In-Class Activities



Debrief In-Class

All done on readings for other classes


EXAMPLE




Reflection


In-Class Activities


Meta-cognitive ReflectionStrategy 1st Practice


EXAMPLE


Strategy Demonstration

Strategy 1st Practice


In-Class Activities

Debrief Pre-Class

Coached PracticeStrategy 1st Practice



Read the principles behind

the use of the strategy.

EXAMPLE




Reflection


In-Class Activities



Debrief In-Class


Demo Begins


Demo

K-W-L & THE MORE YOU KNOW

Welcome to K-W-L & The More You Know DEMO.

Before going on, be sure to read pp. 59–63 in the

course handbook.

Now let’s go to the ThinkSheet for this

Strategy.

DEM

O


DEM

O

Notice the

BEFORE


DEM

O

DURING


DEM

O

& AFTE

R


DEM

O

components of this strategy


Now, I will introduce you to the text I will be using this strategy with.

DEM

O


Chapter 17 of the Physical Science Text,

entitled:

DEM

O



Before starting with K-W-L, I previewed the

chapter using Skeleton.

DEM

O

I then did a THIEVVES with Snatches

DEM

O


And now for the K – W (What I Know & What I

Want to know)

And now for the K – W (What I Know & What I

Want to know)

DEM

O



DEM

OHere is all that I know about the

Periodic Table:

Jane Doe

Feb 14 008

Chapter 17 “Periodic Table”

I studied the periodic table in 9th grade (Mr. Shaw’s class) but Uranium (92nd element) was the last element then. Why didn’t I learn about all 111 elements?

The atomic # is the # of protons and the # of neutrons combined (I think?)Ion has to do with the number of electrons out of balance with protons.

The nucleus has protons and neutrons in it.

These are made up of quarks. (But I ‘m fuzzy on what they are.)


Once I begin reading I will evaluate my prior knowledge by marking either correct with a (check) and incorrect with a (zero) in the

before column, like so: Jane Doe

Feb 14 008






Once I begin reading I will evaluate my prior knowledge by marking either correct with a (check) and incorrect with a (zero) in the

before column, like so:


DEM

ONow for the DURING portion of the

strategy

Jane Doe

Feb 14 008


Now for the DURING portion of the strategy

Here is what I WANT/NEED to know.

1. How was the periodic table originally developed?

And by whom?2. How is the

periodic table organized?

3. Define and distinguish ions and ionization energy.

DEM


strategy

Jane Doe

Feb 14 008



Here is what I WANT/NEED to know beyond what the text provides.

The basics of Chemistry as related to this chapter





DEM


strategy

Jane Doe

Feb 14 008




Wikipedia





DEM


strategy

Jane Doe

Feb 14 008




Wikipedia





Clarified & brought to my remembrance the basics of the atomic

substances, formation of

compounds, valence electrons, reactions,

ionic bonds and covalent bonds,

formulas and some of the suffixes of

chemistry

DEM


strategy

Jane Doe

Feb 14 008




Wikipedia Khan Academy





I studied the periodic table in 9th grade (Mr. Shaw’s class) but Uranium (92nd element) was the last element then.

Certainly muddied the waters about the periodic table again, but makes me realize what a masterful table

it is and that it was inspired by the

natural world’s order.Why didn’t I learn about

all 111 elements?




DEM

O

Jane Doe

Feb 14 008


Here is what I learned!










DEM

O

Jane Doe

Feb 14 008


Here is what I learned!


Mendeleev, of Russia, used cards to sort until he discovered the patterns. In 1861 – the first Periodic Table with 50 elements. Today 111 elements. Evolving









Every mark on the table, where the element is placed, & its color means something that shows relationships among the elements.

DEM

O

Jane Doe

Feb 14 008













FINAL PRODUCT

DEM

O

Jane Doe

Feb 14 008













Now, it’s your turn

to practice!

FINAL PRODUCT

End of Demo



EXAMPLE




Reflection


In-Class Activities



Debrief In-Class

EXAMPLE (GUIDED PRACTICE)



Meta-cognitively Reflect Online: (1) What meaning did you construct?(2) How did the strategy help or not help you construct that meaning?

Now they are prepared to

participate in class


IN CLASS ACTIVITIES


EXAMPLE




Reflection


In-Class Activities



Debrief In-Class


EXAMPLE (INCLASS DEBRIEFING)

Debrief Pre-Class


EXAMPLE




Reflection


In-Class Activities



Debrief In-Class


INCLASS COACHED PRACTICE


EXAMPLE




Reflection


In-Class Activities



Debrief In-Class


Final class discussion – Selected students share - - meaning they constructed.- how they used the strategy to

construct meaning.- how it relates to other learned

strategies.- how they plan to use this strategy in

the future.

EXAMPLE (FINAL DEBRIEFING)


INTEGRATION DAYSStrategies

#1 – Skeleton (b)#2 – SQ4R (bda)#3 – Cover and Recite (d)#4 – THIEVVES with snatches (b)#5 – Launch & Met Purpose (da)#6 - Quick Code (d)#7 – Post View (a)#8 – Download Patterns (d)

Sept

Oct

1st Integration Day

Strategies #9 – Telegram (d) #10 – Make an Abstract (aa)#11 – Professor Questions (bd)#12 – My Questions (bd)#13– KWL & the More you Know (b)#14– That Reminds Me (d)#15 – Be the Teacher (a)#16 – Author on My Shoulder (d)2nd Integration Day

Strategies #17 – Mindful Reading (d)#18– Mindful Coding (d)#19 – Target, Track, & Defend ( (d)#20 – Create a Concept Map (a)#21– MICER (d)#22 – Relate the Parts (a)#23 – Visual & Technical Reading (d)#24 – Probe Author’s Mind (a)#25 – Probe My Mind (a)#26 – New Questions / New Thoughts (a) 3rd Integration DayNov -

Dec

Students - 1. are given an article 2. construct meaning using

strategies learned during the semester and

3. describe their reasons for using these strategies metacognitively.

FINAL EXAM


Participants – 68 students across four classes.Research Questions:1. Which instructional method did students

prefer: traditional or flipped?2. To what degree did students feel

• that flipped outcomes had occurred?• instructional activities helped them learn?

3. What instructional activities predicted flipped outcomes?

THE STUDY


RESULTS


1. WHICH INSTRUCTIONAL METHOD DID STUDENTS PREFER: TRADITIONAL OR

FLIPPED? (N = 68)


2A. TO WHAT DEGREE DID STUDENTS FEEL THAT FLIPPED OUTCOMES HAD OCCURRED?

(N = 68)



Better Learning

Retention

Material that is more easily

reviewable.

Students better

prepared for Class

Skills Expanded

in-Class

Several Ways to Learn the

Material

Meaningful Peer-to-Peer

Interaction

Meaningful Instructor Interaction

Instructor more aware of Student

Abilities

Easier to Catch Up on

Missed Material

Students able to Go at Own

Pace

AVERAGE SCORES FOR FLIPPED RESULTS

Meaningful Hands-on LearningDeveloped Life-long SkillsEasy to Review Material

Well-prepared for Class

Skills Expanded in-ClassSeveral Ways to Learn the Material

Meaningful Peer-to-Peer Interaction

Meaningful Instructor InteractionInstructor Knew Student Abilities

Easy to Catch Up on Missed Material

Go at Own Pace

Focused on My Learning

Achieved the Objective of the Course

Class Discussion

Course Handbook Group Work Integration

Days

Online Power Points

Online Schedule Reading Logs Speed up

Charts

Speeding up Labs

ThinkSheets – Guided Practice

2B. TO WHAT DEGREE DID STUDENTS FEEL THAT INSTRUCTIONAL ACTIVITIES HELPED

THEM LEARN? (N = 68)


AVERAGE SCORES FOR INSTRUCTIONAL ACTIVITIES

Integration DaysClass DiscussionCourse Handbook

Online Schedule

Group WorkOnline Power Points

Online Videos

Speeding up Labs

Reading Logs

Speed up Charts

Thinksheets


3. WHAT SUCCESSFUL INSTRUCTIONAL ACTIVITIES PREDICTED SUCCESSFUL

FLIPPED OUTCOMES?(N = 68)

Integration DaysClass DiscussionCourse Handbook

Online Schedule


Online Videos

Speeding up LabsReading Logs

Speed up Charts

Thinksheets


Developed Life-long SkillsEasy to Review Material

Well-prepared for Class

Skills Expanded in-ClassSeveral Ways to Learn the

Material

Meaningful Peer-to-Peer Interaction

Meaningful in Class Instructor Interaction

Instructor Knew Student Abilities

Easy to Catch Up on Missed Material

Go at Own Pace

Focused on My Learning

Achieved the Objective of the Course


GUESS THAT ASSOCIATIONHANDOUT

Flipped Classroom Outcomes influenced by which Class ActivitiesMeaningful Hands on Learning Integration days

Class discussionSkills Expanded in Class Course Handbook

Online ScheduleMeaningful peer-to-peer in class instruction Thinksheets


Meaningful in Class instructor interaction Speed up ChartsOnline VideosReading Logs

Several Ways to learn material Speeding-up Labs

GUESS THAT ASSOCIATION!

1 - Meaningful Hands-on Learning

2 - C

lass

Di

scus

sion

4 - O

nlin

e Sc

hedu

le

9 - O

nlin

e Vi

deos

5 - T

hink

shee

ts

Adjusted R2 = 0.36



2- C

lass

Di

scus

sion

1- In

tegr

atio

n Da

ys

5 - T

hink

shee

ts

6 - Skills Expanded

In-Class

Adjusted R2 = 0.51



2- C

lass

Di

scus

sion

10 –

Read

ing

Logs

9 - Meaningful peer- to-peer in

class Interaction

6 – G

roup

W

ork

Adjusted R2 = 0.61



2- C

lass

Di

scus

sion

10 –

Read

ing

Logs

11 - Meaningful in Class

Instructor Interaction

Adjusted R2 = 0.56



2- C

lass

Di

scus

sion

7 – Several Ways to Learn the Material

9 – O

nlin

e Vi

deos

5 - T

hink

shee

ts4

- Onl

ine

Sche

dule

Adjusted R2 = 0.39


Under the conditions created by this College Reading Course1. Students who put more effort into being meta-cognitively aware

tended to have better peer and instructor interaction with the material..

2. Meaningful hands on learning was influenced by a combination of effective inclass (class discussion) and out of class (videos and thinksheets) activities.

3. Class discussions appear to be the place where students became aware of whether multiple flipped classroom outcomes were occurring..

4. Guided practice through thrnksheets appeared to have some influence on multiple flipped outcomes as well.

5. Integration days were viewed as the most helpful learning activity in the class.

6. Reading logs were not viewed as helpful as other learning activities, but were very helpful for those who took advantage of them to become more meta-cognitvely aware.

KEY TAKE AWAY FROM THE STUDY

A flipped college reading course may be effective if 1. the focus of the course is on student performance..2. preclass material combines a clear theoretical explanation,

demonstration, practice, and meta-cognitive reflection.3. pre-class skills are expanded upon inclass.4. instructional activities are designed to optimize flipped classroom

outcomes.5. an instructor is willing to invest in the upfront costs to develop the course.6. integration days are used to help students meta-cognitvely put it all

together.7. an instructor is willing to develop the skill of meaningful inclass coaching.8. time is allocated to meaningfully evaluate student performance along the

way.9. a final exam is developed and captures the essence of what is to be

learned in the course.10. students keep the final exam always in mind as they complete

assignments in and out of class.11. there is a desire to maintain better curriculum continuity across multiple

instructors teaching the same course.

TEN GENERAL OBSERVATIONS AFTER FLIPPING

A COLLEGE READING CLASS

For more information or a copy of the PowerPoint contact

Ken Plummer at [email protected]

FINAL DISCUSSION


using the flipped classroom model in a college reading course

Documents

course student

student success

outcomes student survey

flipped classroom model

teaching learningdefinition

teaching learningcontrast

teaching learningan

teaching learninglage