Flipped Classroom And The Practical Craftsmanship In Teaching More

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Flipped classroom and how to teach more and better Kristina Edström, KTH Bent Christensen, UmU What is flipped classroom methods? A) Students watch videos B) Students are prepared in the subject before meeting the teacher C) E-based learning, with all course details available on the webb D) A fading pop-concept in education E) A cheap way of teaching A B - - - - - C D E Teaching quality Oakland, 1993 What do you want covered next? A) Fundamental reasons to use flipped classroom methods B) Some direct pointers C) A cookbook about how to change your teaching to flipped classroom methodology D) All of the above E) Nothing really A B - - - - - C D E Flipped classroom • Move factual learning and the learning simpler concepts out of the classroom – The “remembering” part of learning • Class time used to further knowledge acquisition and construction – Higher order knowledge Flipped classroom • Students are responsible for their learning • Free time for interacrtive (student-teacher, student-student) while in class • Allow for work with more qualified problems (further to the right in Bloom). Flipped classroom – one type of active learning • NU2014 – major theme • SFS – time and time again • Educational research– better understanding, better retention • Student satisfaction – generelly high marks Active learning • Change focal point from teacher to student • Knowledge development are based on prior knowledge and experience • Teachers are mentors and base their work on student knowledge and needs Active learning– advantages • Metaanalysis of 225 studies (Freeman et al 2014, PNAS) – Courses with some kind of active learning (“ask and tell”, constructivistic) versus lecture based courses (“teaching by telling”, instructor focused, exposition centered) Active learning– advantages • Higher level of knowledge • Better grades on exams • Fewer that flunk exams – Freeman et al 2014, PNAS Active learning– components Course content Teacher competence Student knowledge Active learning– problems • Time expenditure – Kristina – Not able to cover as much course content – Preparation time • Based on students prior and present knowledge (variable, uncertain) - Bent – Need for continous control of the knowledge base of the students Active learning – dynamic, need to adapt over time Determined by teacher, known Prior experience, known Teacher competence Course content ? ? Student knowledge ? ? More or less unknown ? Why is it so hard to know what students know? Lower level education signal • Grades to a large degree subjective, only partly based on knowledge – “reasonable” strategy: • Hide lack of knowledge for all you are worth!!!! • Show of if you know something. • Do not question teacher knowledge • Lie and suck up! Lower level education signal • Grades knowledge based – Reasonable strategy: • Be loud when you don’t know • Question teachers • Argue for your case • Be critical Common expression after asking “OK, are you with me”? Major problem – how to get honest, efficient and quick information on knowledge levels of students? Response pads – educational magic wands? Do you use response pads in your teaching? A) Yes, often B) Yes, but rarely C) Never, and I don`t want to D) Never, but I would like to A - - - - B C D Knowledge and response pads • Control prior knowledge • Control the understanding of selfstudied course content • Control the understanding of in class presented course content • Check understanding of figures • Guess the outcome of experiments or demonstrations Prior knowledge for new students – written diagnostic test Antal rätt diagnostiskt prov matte vid programstart 10 9 8 7 6 5 4 3 2 1 0 1 till 2 3 till 4 5 till 6 7 till 8 antal rätt 9 till 10 11 till 12 Same result with response pads without marking exams What was the learning outcome from earlier courses? År 2 År 1 Naturens mångfald Klimatförändringar, orsak och verkan Geovetenskap Ekologi Inriktning biologi: Hösttermin: Ekologisk fältmetodik Genetik och evolution. Vårtermin: Kemins grunder alt. Miljö och samhälle Fysiologi och cellbiologi Inriktning geovetenskap: Hösttermin: Mark och vatten – teori och fältmetoder Miljöstörningar i mark och vatten Vårtermin: Kemins grunder alt. Miljö och samhälle. Geomorfologi och jordartsgeologi alt. Valbara kurser År 3 Valbara kurser på kandidatnivå inom biologi alt. geovetenskapi. Examensarbete What is the atmospheric concentration of CO2 know? A) B) C) D) App 400 ppm App 4% Nothing App 100 ppm A - - - - B C D Learning outcome of present course content • dN/dt = b*N-d*N där b är födslar under intervallet t, d är dödslar under intervallet t, och N är antalet individer • dN/dt = (b-d)N • b-d = r • dN/dt = rN • dN/dt*1/N=r • N(t) = N(0)*e^rt • t för N(dubbel) = ln2/r Simple single population model without resource limitation What was r? A) A constant, r does not change with density B) The maximum growth rate of the population C) The maximum growth rate per individual D) Both A and C A - - - - B C D Further reasons to use response pads • Activating for almost everyone, students and teachers – Unpredictable – Very few fall asleep • The majority, and often everyone, are active in discussions – Good base for discussions between students when response pad answers are well dispersed • Students like it! Change..... .....to this Additional reasons • Change in student knowledge over time – Save responses and compare • Before and after course activity • Before course start and after course completion • Between years for the same course • Examinations – Personalized response pads • Questionaries Handle ”monsters” – entertainment value Why do proboscis monkey males have their large noses? A) They use them for olfaction, thus the size B) Females prefer males with large noses C) The noses are used as snorkels when swimming - - - A B C Problems • Formulate the correct questions! • Technical problems – Often solved by RTFM – For some systems, response programmes are not well synched with Apple Prerequisites • Easy questions seldom good • Questions with several reasonable answers often better – Different answers give rise to discussion • Allow discussions before and after • Ask someone to explain why they answered as they did My system • Response pads – each student answers • Blackboard – give examples • Group – discuss in small group, reply to everyone CO2-halter har varit högre tidigare – varför finns korallrev kvar? A) Tidiga korallrev var mindre känsliga B) Buffertkapaciteten hann med att begränsa surheten då C) Korallrev har utvecklats sedan de höga CO2halterna - - - A B C Vad är fakta när det gäller klimatförändringar? Konsensus James Lawrence Powell Diskutera! • Finns det problem med vetenskapligt konsensus? Do you think you can make your teaching more efficient? A) No, very little B) Yes, in most or a large proportion of my teaching C) I have no idea - - - A B C Smart ideas– “create” time! “Lärartricket” • Kristina Edström – “Lärande och undervisning i högre utbildning” • Course in teaching for higher level teachers at KTH. – Curriculum filled with educational conference contributions, seminars, keynotes, workshops (app one/month), different educational groups, litterature Has this seminar inspired you to include more active learning in your teaching?? A) Yes B) No, I find it uninteresting C) I would like to know more before deciding D) No, I am already using active learning where it is applicable 9 0 A 0 B C 0 D Flipped classroom - teknik • Baseras ofta på videor av föreläsningar • Lite data på konkreta metoder – många olika varianter – korta videor (< 10 min) mest effektiva – flytta INTE ut tråkiga vanliga föreläsningar på nätet – Använd gärna Khan Academy, TED-talks och liknande Producera egna videor • Kurs på UPL – flera kurser inkluderar detta • Verkstad på UPL – halvdag • Daniel Barker • http://www.danielbarker.se • http://www.ur.se/Produkter/173674-Lararrummet-Daniel-Barker-Theflipped-classroom • Julie Schell • http://blog.peerinstruction.net/2013/06/27/flipped-classrooms-101a-self-paced-short-course/ • http://cloud.julieschell.com/2c0c0j3P1x2D • Övriga nätresurser Other activities in flipped classrooms (and in active learning) • Debates, clicker questions, Q and A, demonstrations, simulations, peer tutoring and feedback, and role playing. Why use physical response pads? • Internet is your Voldemort! – Multitasking myth • Webrowsing students loose 25-50% of concept understanding • Neighbours to webbrowsing students loose 15-25% • Everybody are browsing if given a chance!