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Inverting the Classroom to Improve Student Learning and Engagement
DESIGN ACTIVITY
Inverting the classroom
Reorder objective list and choose cutoff
Choose a course
Make objective list
to Improve Student Learning
and Engagement
Goals
Make sense of terms
Articulate best practices
Design a flipped version of ONE class
Get questions answered
ACA TLI Workshop
June 5, 2013
Robert Talbert, facilitator
Outline class session
Outline/write Guided Practice
Also think about implementation, buy-in, technology,
student resistance, etc.
BASICS
"Bloom's Taxonomy"
Low
Usually done out of class
Instructor accessibility
IN YOUR GROUPS
Usually done in class
High
Low
1. The flipped classroom is _______.
2. Flipping a class involves ________.
3. Someone might want to flip a class because _________.
Now done OUT OF CLASS
Instructor accessibility
Now done IN CLASS
HIGH
The flipped or inverted model
PRACTICES
2.
ORGANIZE OBJECTIVES
BY COMPLEXITY
1.
SET LEARNING OBJECTIVES
n. Most advanced
objective
Cognitive complexity
What do I want students to be able to DO after this session?
1. Most basic objective
3.
DECIDE ON COMPLEXITY CUTOFF
Objective n
Support
Achieving buy-in
Management
Objective n-1
Every objective above the line gets class time as part of a sense-making activity
.
.
.
"Lowest high objective"
CUTOFF
"Highest low objective"
Cognitive complexity
.
.
.
Every objective below the line is handled
by students
prior to
class
Objective 3
Objective 2
Objective 1
4.
Build the activities
ONGOING
THANK YOU
Pre-class: STRUCTURE
In class: SENSE-MAKING
Robert Talbert
talbertr@gvsu.edu
Twitter: @RobertTalbert
Google+: gplus.to/rtalbert
This presentation: http://bit.ly/TLIFlipclass
GUIDED PRACTICE
Overview
Learning Objectives (separated)
Resources (print and/or video)
Exercises
Instructions