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Panama / FlipClass

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Derek Bruff

on 31 May 2016

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Transcript of Panama / FlipClass

Class Time Reconsidered
The Flipped Classroom and Peer Instruction
Times for Telling
Schwartz & Bransford (1998)
Derek Bruff / Vanderbilt University
derekbruff.org /@derekbruff
"skates," marythom, Flickr (CC)
Your sister calls to say she’s having twins. Which of the following is more likely? (Assume she’s not having identical twins.)

A. Twin boys
B. Twin girls
C. One boy and one girl
D. All are equally likely.
"Prams," Rich Brooks, Flickr (CC)
Peer Instruction
Twin #1
Twin #2
Boy
Girl
Girl
Girl
Boy
Boy
Twin girls
One of each
One of each
Twin boys
50%
50%
50%
50%
50%
50%
(25%)
(50%)
(25%)
(25%)
(25%)
Photos by Kat Keller, Flickr (CC BY)
228 studies comparing active learning to traditional lecturing

Failure Rates:
Lecturing: 34%
Active Learning: 22%

Exam Scores:
Active Learning: 6 points higher

Active Learning: "learning through activities and/or discussion in class... emphasizes higher-order thinking and often involves group work”

Traditional Lecture: "continuous exposition by the teacher"
Freeman et al. (2014)
http://sciencecases.lib.buffalo.edu/cs/
Learning Spaces
References
Ambrose, S., et al. (2010).
How learning works: Seven research-based principles for smart teaching
. Jossey-Bass.
Bruff. (2009).
Teaching with classroom response systems: Creating active learning environments
. San Francisco: Jossey-Bass.
Calder, L. (2006). Uncoverage: Toward a signature pedagogy for the history survey.
Journal of American History
, 92(4), 1358-1370.
Cordray, D., Harris, T., & Klein, S. (2009). A research synthesis of the effectiveness, replicability, and generality of the VaNTH challenge-based instructional modules in bioengineering.
Journal of Engineering Education
, 98, 335-348.
Fagen, Crouch, & Mazur. (2002). Peer instruction: results from a range of classrooms.
The Physics Teacher
, 40(4), 206-209.
Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics.
Proceedings of the National Academy of Science
, 111(23), 8410-8415.
Seymore, E., & Hewitt, N. (2000).
Talking about leaving: Why undergraduates leave the sciences
. Westview Press.
Page, S. (2008).
The difference: How the power of diversity creates better groups, firms, schools, and societies.
Princeton University Press.
Parrott, H. M., & Cherry, E. (2011). Using structured reading groups to facilitate deep learning.
Teaching Sociology
. 39(4), 354-370.
Schneider B., Wallace J., Pea, R. & Blikstein P. (2013). Preparing for future learning with a tangible user interface: The case of neuroscience.
IEEE Transactions on Learning Technologies
.
Schwartz, D. L., & Bransford, J. D. (1998). A time for telling.
Cognition and Instruction
, 16(4), 475–522.
"One of the problems with lectures—and especially in the extreme form of 'continuous exposition by the teacher'—is that we don't know what’s going on in students' heads during the exposition. So, yes, there's an opportunity for students to... dismiss, take issue, agree, and make connections, but we don't know if that's what's going on."

Mark Sample, http://bit.ly/1XwXLm0
Interrupted Case Studies
Debate Maps
Derek's Story: http://derekbruff.org/?p=3143
Representation Grids
The Flipped Classroom
What skills do your students need to practice?
How can you have them do so during class--in a way that involves all students and makes their learning visible?
Cynthia Brame, Biology
Observing, questioning
Designing experiments
Collecting data
Analyzing data
Repeating
Reporting
Derek Bruff, Statistics
Determine an appropriate research question
Work with potentially messy data
Apply statistical techniques correctly
Visualize and communicate results
Your Turn:
Pick a course. Imagine a final project or assignment. List a set of skills students would need to do well on that final assignment.

Identify one skill that (a) is challenging for students to learn and (b) could be developed through in-class practice and feedback.

What is the skill and what’s one idea you have for using class time to develop it?
Collaborative Learning
"Nine by Nine," Derek Bruff, Flickr (CC)
Don’t students need some kind of foundation before they can work with a topic?
Details: http://derekbruff.org/?p=1894
Normalizes help-seeking

Builds social connections
Formative Assessment
"Macbook X-Ray," Pipeapple, Flickr (CC)
Screencasts
Textbooks
Grand Valley State University Mathematics Dept.: http://is.gd/nUAhlX
http://is.gd/q7Kg4g
Key Principles:
Scaffolding
"College Halls," Derek Bruff, Flickr (CC)
Guided Practice
Robert Talbert, Mathematics: http://is.gd/l1mt7y
Peer Instruction
Key Principles:
All Skate
"Skates," marythom, Flickr (CC)
Key Principles:
Transfer
Readings / Videos
Hands-On Activities
A:
Readings / Videos
Hands-On Activities
B:
Write script.
Create slides.
Record audio.
Record video.
Share video.
Schneider, Wallace, Blikstein, & Pea (2013)
Order Matters
Q&A via Piazza
Research Blog
Bryan Gibbon, Baylor U.: http://is.gd/G1WfTQ
Digital Stories
Chris Willmott, Univ. of Leicester: http://is.gd/R4XdYr
How can we make the most of the relatively limited time we have with our students during class?
"Not Smelling the Roses," Derek Bruff, Flickr (CC-BY-NC)
First Exposure
Walvoord & Anderson (2009)
Practice & Feedback
Further Exploration
"Little Shredder," clappstar, Flickr (CC)
"Spiral out, keeping going," Tawcan, Flickr (CC)
"Level Two," Derek Bruff, Flickr (CC-BY-NC)
What is challenging about using class time for practice and feedback?
Your sister calls to say she’s having twins. Which of the following is more likely? (Assume she’s not having identical twins.)

A. Twin boys
B. Twin girls
C. One boy and one girl
D. All are equally likely.
"Prams," Rich Brooks, Flickr (CC-BY)
Mental Models
"Look Right," Derek Bruff, Instagram
Margaret Rubega's Story: http://is.gd/KbKhFO
Fieldwork
See also: http://is.gd/T2kybD
And this: http://is.gd/0s55se
More #birdclass tweets: http://is.gd/2sWdGf
Authentic Audiences
"Center of Attention," Derek Bruff, Flickr (CC)
Bass & Elmendorf (2010)
Making Screencasts
Keep it short. (6-9 minutes)
Use visuals to clarify.
Eliminate distractions.
Use guiding questions.
More on educational videos: http://bit.ly/1O050RA
Pre-Class Assignments
Keep them manageable.
Require a submission.
Put some points on the line.
Teach as if they've done the work.
Your Turn:
Select a topic you teach. Generate a list of learning goals for this topic. Order the list so that later goals build on earlier goals, like scaffolding. Then brainstorm ideas for a "first exposure" (before class or during class) you can provide your students that helps them achieve one or more basic learning goals.
Brainstorming
Derek's Story: http://derekbruff.org/?p=1894
Backward Faded Scaffolding
What do these learning spaces say about the kinds of learning activities that are meant to occur during class?
Your Turn:
Select a topic you might teach. Brainstorm a flipped classroom lesson plan, identifying what pre-class “first exposure” would be appropriate for the topic, how class time could be used to provide students with opportunities for practice and feedback, and what further exploration might be necessary for students after class.

Identify where in this sequence of activities an explanatory lecture or screencast would be most useful. As a first exposure? After practice as a form of feedback? As part of further exploration?

Please note that these lesson plans need not be detailed—the focus is on the sequence of learning activities.
Video production: https://www.vanderbilt.edu/bold/
Full transcript