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Turning Teaching On Its Head – Flipping for Flipped Learning!

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Stop Lecturing and Flip Your Classroom

What could be so exciting as to capture the interest of instructors and staff for a whole week the week after finals? Our summer annual Pacific Region Learning Summit (PRLS), of course! Brent and I co-facilitated the “Stop Lecturing and Flip Your Classroom” track at this year’s PRLS. We developed a hands-on and authentic learning workshop to introduce participants to the “flipped classroom” concept and culminated with them creating (at least) one flipped at-home lesson and in-class activity.

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What is a flipped classroom?

The main purpose of doing a flipped classroom is to use valuable face-to-face class time for meaningful, engaging, and interactive activities for learning, instead of for lectures. Class time can be better utilized to foster deeper learning or differentiate learning to address specific learners’ needs.

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But much more than just “flipping” a classroom where content is learned at home and activities/projects are done in class, learning must be “flipped”. “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” (Flipped Learning Network).

A model of flipped learning we explored starts with an experiential learning experience to hook learners, allows for learners to explore the content, make meaning from it, and finally demonstrate and apply their learning.

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Experiential and Authentic Learning

We designed the workshop like a flipped classroom. Participants learned the pedagogy of flipped learning, the process of creating appropriate at-home lessons and meaningful in-class activities, and how to facilitate and support learning in a flipped classroom, through experiencing, creating, and practicing together in various activities and reflecting/discussing about their learning along the way. Everything we did as facilitators to model a flipped classroom like scaffolding learning, creating “at-home” lessons, facilitating interactive in-class quizzes and hands-on team activities, to what the participants did and created in the workshop, was all part of the authentic learning experience. We are all learners!

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Examples, strategies, tips, and tools to support flipped learning were uncovered and discovered throughout the week. Along the way, participants used a lesson planning document we created using Google Docs to plan their lessons and activities. They shared and received feedback from the class. Once they knew what they needed to curate and/or create, we guided them in trying out some tools that could help them. In teams, participants explored several tools like Nearpod, Educannon, Snagit, Google Forms, etc. and shared with the class.

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Participants curated and created materials, and polished up their lesson and activity plans. The complete lesson including in-class activities is in the instructor’s lesson plan Google Doc serving as a facilitator’s guide to help him/her when they implement. But as for the “at-home lessons and activities,” they posted it on a Tackk webpage which they could then link onto their course schedule or use our Google Doc course schedule template (which can be embedded in Laulima) for students to access. You can view our participants’ lessons and activities on our workshop blog page here. They will continue to refine and develop more lessons and activities now that they’ve gone through the process.

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Participants’ Comments

Survey results were highly favorable with 100% of participants rating the workshop as “Excellent”. Additionally, participants shared some of their thoughts in their blog posts:

“The tools are phenomenal, but the pedagogy was the most important. Getting the process right for the right reason to achieve the right result is the most valuable lesson of this week.” – Faustino D.

“I also have a better understanding of flipped learning and what it entails (i.e. not just putting your lectures online and having discussions during class time).” Jennifer W.

“Learning how to flip my class with the new tools that allows me to not only share information with my students, but is a way to collect data to assess my teaching skills.” – Malcolm C.

“Flipping the classroom will also meet the diverse needs of students because it will engage multiple learning styles and allow them to work at their own pace.” – Cara C.

“The pace of the classroom activities and the facilitators, Brent and Rachael were great! I can’t wait to get back home and develop more flipped classroom activities. This breakout should definitely be repeated next year. Mahalo for a great week.” – Kelly O.

“I really enjoy this week and appreciate being in the best track with a great group and awesome instructors!!! Thank you so much, Rachael and Brent =)” – Laney N.

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Join us next time!

It’s not too late, Brent and I will be offering a multi-part flipped classroom workshop series this coming Fall. Look out for our email with the registration info early next semester. And we hope you will join us at PRLS next summer too!

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