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Flipping Your Classroom: What to do with All that Time?

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by

Thomas Mennella

on 7 May 2015

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Transcript of Flipping Your Classroom: What to do with All that Time?

Flipping Your Classroom: What to do with All that Time?
Hi-Tech and No-Tech Approaches

are you afraid to flip…?

a week in my flipped classroom
-
online instruction

(Tegrity or VoiceThread)
-
reflections
- “
office hours in class

-
Challenge Questions
- “
Wednesdays are Fundays

-
quizzes

the student perspective

Accountability
and ‘
Fundays
’ in
your

Flipped Classroom

Q&A

A. I am not afraid

B. Yes, because it’s so new

C. Yes, because I have no idea what I’ll
do with all of that in-class time

D. Yes, because the students need me
and they need my lectures

E. Um… B, C, and D… all true…

http://pollev.com/tmen



Are you afraid to flip?

Two years ago, I would have answered E…
… emphatically E

this is the
passive instruction
each week of my course is a
module
Hi-Tech
: on
Wednesdays
, two full-length lectures become available for students to watch on
Tegrity

- requires an institutional subscription
- provides many useful student tools (bookmarking, etc.)
-
Echo360
is another subscription-based service
- a non-institutional (and free!) alternative is
VoiceThread
- VoiceThread (web and iOS) offers the option of commenting
No-Tech
: there is another free option available called…

doing the readings

which works great as well
students have five days to watch the lectures (~2.5 hours total)
“The concept from this lecture that I

understood best was _____, because…


The concept from this lecture that I

understood least was _____, because…”

they already did 2.5 hours of work for your course
;
don’t burden them with more
reflections provide
formative assessment
and
accountability
for watching the lectures
and they’re
graded
with
individualized feedback given
that’s it… four lines… five minutes each, tops
begin with “
Office Hours in Class

these concepts are reviewed in a white-board-based/office hours style
review the
small
set of concepts that
the majority of students report were unclear in their reflections
then…
Challenge Questions
Wednesdays
are ‘
Fundays

students use the information from that week’s module in
creative
and
novel
-
group
-
based
- ways
Hi-Tech
:
-
on the fly presentations
-
movie trailer production
-
clicker-based activities
No-Tech
:
-
case studies
-
mind-maps
(aka, flow charts)
-
role playing activities
; mock trials
engaging
,
fun
,
information
-
intensive
.. and graded (for effort)
they then submit
short reflections
on each
Reflection
exam-like/study guide questions
students work through them in groups
, independently
students volunteer to share answers and we discuss as a class
with me there in the room to
steer
and
coach
each
module
ends with a
quiz
- and
we gear up to do it all again next week
!
- so, another
two lectures just opened up on Tegrity
and don’t forget…
it’s Wednesday

- gauges each
student’s basic mastery
of that module’s learning objectives
Grading
:
it’s all built in…
- no curving, no scaling, no adjustments…

get a C- in the course
- and
50% of points for exams and quizzes
(
mastery-based
)
students who receive
95% of points
for reflections, activities, and participation (
effort-based
)
- they also receive grades on the
reflections
, the
Wednesday activities
and for
class participation
students are graded on
unit exams
, a
cumulative final exam
(
all essay-based
!)
and the
quizzes
The Student Perspective

Biology Major
Thomas Mennella
Associate Professor of Biology
Kiara Pichardo
Forensic Science Major
Yismel Rosario
lets break up into small groups

brainstorm at least one accountability technique to track student participation out-of-class (and also provide formative assessment)

brainstorm at least one ‘funday’ activity that’s specific to your
field/discipline/course

share via http://todaysmeet.com/tmnercomp


http://flippedclassroom.org/profile/ThomasMennella

Q&A
... and Thank You so very much!
tmennella@baypath.edu
On-line Lectures; In-Class Office Hours

Reflections
Challenge Questions

Challenge Questions

‘Funday’
Activities

Creating &
no new material!
FLN Definition of Flipped Learning
:
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter
.
Full transcript