Flipping A Classroom To Increase Engagement Teaching and

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Flipping A Classroom To Increase Engagement Teaching and Learning Symposium: Motivation, Engagement, Innovation, and

Flipping A Classroom To Increase Engagement Teaching and Learning Symposium: Motivation, Engagement, Innovation, and Evidence Sydney Brown & Martha Mamo 9 October 2017

By the end of the session, participants will • Describe the characteristics of flipped

By the end of the session, participants will • Describe the characteristics of flipped course • Refine or revise the learning outcomes of a selected course topic • Review and align the learning outcomes to a performance task activity • Develop or create the learning cycle for a topic in a flipped setting • Identify the flipped format learning experiences for a topic • Before class meeting –’Priming the learning’ • During class meeting – Clarifying, Practicing/Solving/Discussion • After class meeting – Reflection & Applying • Draft a plan for redesign

Just in time Questions Describe a flipped classroom & how it supports engagement? Ø

Just in time Questions Describe a flipped classroom & how it supports engagement? Ø Discuss at your table Ø Report out to larger group

Flipping a course for engagement • Students learn basic subject knowledge prior to in-class

Flipping a course for engagement • Students learn basic subject knowledge prior to in-class meetings, followed by active learning experiences in the classroom (Long, Cummins, and Waugh, 2017. • Engagement: Students practicing & obtaining feedback, for deeper George D. 2009. The National Survey of Student Engagement: Conceptual and Empirical Foundations”, understanding Kuh, New Directions in Institutional Research,

Session Plans • Case study- Flipping Soil Nutrient Relationships Course (AGRO 366) • Development

Session Plans • Case study- Flipping Soil Nutrient Relationships Course (AGRO 366) • Development & Practice • Learning Outcomes • Performance Task Activity • Setting up experiences for a topic in flipped course • Learning Cycle • Before, During, After experiences • Mastery & Measurements

The Flipped Course § Soil Nutrient Relationships-AGRO 366 § Enrollment 20 -95 § Upper

The Flipped Course § Soil Nutrient Relationships-AGRO 366 § Enrollment 20 -95 § Upper level course § Required § Junior and senior standing § Course meeting § 4 credit hours § Three 50 -min lectures § One 2 -hr recitation Enrollment, 2007 -2017 Class Standing Percent Sophomore 7. 3 Junior 30. 9 Senior 61. 8

Majors- Spring 2017 Student Information § 75% AGRO major § Some experiences in subject

Majors- Spring 2017 Student Information § 75% AGRO major § Some experiences in subject matter § Most students connected to ranch/farm Where they grew up 5. 5 Experience in Nutrient Management Percent In a city In a rural town Lived in town but family farmed On a farm/ranch AGRIBUSINESS AGRONOMY AG LEADERSHIP HORTICULTURE INTEGRATED SCIENCE MECHANIZED SYSTEM Percent 9. 1 76. 2 1. 8 3. 6 9. 1 16. 4 12. 7 61. 8 Percent None before this class 9. 1 Not much, only in some college courses 21. 8 Some 52. 7 Extensive 16. 3

Development Process § § Review/Revise learning outcomes Develop/revise cumulative assessment § Create learning cycle

Development Process § § Review/Revise learning outcomes Develop/revise cumulative assessment § Create learning cycle § Sketching the learning experiences § Before § During § After

April 2016 - December 2016 Development Process § 10 Modules § 40 -45 lecture

April 2016 - December 2016 Development Process § 10 Modules § 40 -45 lecture captures § 2 -4 lecture per module § 10 -30 min lectures § Case Studies § Study Guides § Close ended weekly online quiz § Clicker questions

Evaluation § Knowledge survey: Week 1 & Week 15 § Questionnaires* § 11 Demographic

Evaluation § Knowledge survey: Week 1 & Week 15 § Questionnaires* § 11 Demographic questions § 3 questions on flipped experience § 3 questions on outcomes § 5 questions on engagement § 13 questions on course format § 7 questions on video watching approach § 7 questions on video quality § Analytics: Tech. Smith IRB approved-exempt

Flipped Course Experience Preferred Learning modality Auditory (easy to learn by listening) Kinesthetic-tactile (learn

Flipped Course Experience Preferred Learning modality Auditory (easy to learn by listening) Kinesthetic-tactile (learn best by doing) Visual (easy to learn from pictures or diagrams) I don’t have a preference It depends on the subject • Reported learning modality • Experience in flipped class Percent 7. 3 50. 9 21. 8 3. 6 16. 4 Have you taken a flipped class before this course? Yes No Percent 61. 8 38. 2 How many flipped classes have you taken? Number of Classes 0 1 2 3 Percent 38. 2 34. 5 25. 5 1. 8

Outcomes How helpful has this course been to your ability to complete/meet the following

Outcomes How helpful has this course been to your ability to complete/meet the following objectives? Very Unhelpful Develop nutrient management plan Connect the 4 Rs Develop soil sampling plans Interpret soil chemical test data 0 1 Somewhat Neither Unhelpful or unhelpful 0 0 Somewhat Helpful Very Helpful 2 22 30 0 0 4 25 26 0 1 0 3 12 21 18 0 0 0 2 3 14 36

Outcomes Create a procedural plan to sample a field Week 15

Outcomes Create a procedural plan to sample a field Week 15

Engagement Strongly Disagree Somewhat Neutral Somewhat Agree Disagree Agree Strongly Agree When I’m in

Engagement Strongly Disagree Somewhat Neutral Somewhat Agree Disagree Agree Strongly Agree When I’m in this class, I participate in class discussions 0 0 4 8 19 15 9 When I’m reading for this class, I try to explain the key concepts in my own words 0 0 1 10 21 18 5 When reading for this class, I try to connect the ideas I am reading about with what I already know When thinking about the concepts in this class I try to generate examples to help me understand them better. 0 1 0 4 10 23 17 0 1 1 2 13 27 11

Learning Experience in Flipped Format In Comparison to traditional lecture courses of the same

Learning Experience in Flipped Format In Comparison to traditional lecture courses of the same level, this FLIPPED class provided me with a: Percent In Comparison to traditional lecture courses, how enjoyable was this FLIPPED class? Percent Better Learning Experience 36. 4 Equal or similar 41. 9 Equal or similar learning experience 43. 5 Less 43. 6 Worse learning experience 20. 0 More 14. 5 In Comparison to traditional lecture courses, The workload of the FLIPPED class was? Percent Equal or similar 25. 5 More 74. 5

Learning Experience in Flipped Format I believe solving problems in class enhanced my understanding

Learning Experience in Flipped Format I believe solving problems in class enhanced my understanding of concepts when compared to solving problems out of class time I believe I am better engaged in class activities in FLIPPED design in comparison to a traditional lecture Percent 60 Percent 50 50 40 40 30 30 20 20 10 10 0 0 Strongly Agree Undecided Disagree Strongly Agree Unsure Disagree Strongly Disagree

Lecture Video Views Tech. Smith Analytics Sem. Week 1 6 15 Module Soil Fertility

Lecture Video Views Tech. Smith Analytics Sem. Week 1 6 15 Module Soil Fertility & Productivity 4 b: Soil Test Correlation 10 c: Computing Manure Application Rate Time Per Week on Video Lectures Lecture Length 18 min Number of Students 44 25 min 46 11 min 21 Completion Percent 90 (31 -100) 77 (0. 3 -100) 78 (0. 6 -100) Percent > 2 hrs 1 -2 hrs 30 min -1 hr <30 min. I did not watch any video Video Watching Percent I am likely to watch it completely 30. 9 I watch some of the videos completely 18. 2 I am likely to skip portions of the videos 41. 8 I did not typically watch the videos 7. 3 I did not watch the videos at all 1. 8 12. 7 34. 5 20. 0 30. 9 1. 8

Summary & Plans § Overall course design worked § 76% overall course satisfaction §

Summary & Plans § Overall course design worked § 76% overall course satisfaction § More opportunities and time to solve problems in-class § Self-efficacy on content was more evident during poster session § Future plan: § Creating a course manual to streamline content delivery § Change pace for some modules § Increase feedbacks on PTA- early-mid- end of the semester

Development & Practice

Development & Practice

Development & Practice • Learning Outcomes • Big Ideas • Skills • Task •

Development & Practice • Learning Outcomes • Big Ideas • Skills • Task • Review your learning outcomes • Measurable ‘language’ Identify Desired Results Determine acceptable evidence • Bloom’s Taxonomy Plan learning experiences & instructions Wiggins & Mc. Tighe (2005)- Understanding by Design

Development & Practice • Performance Task Activity • • • Tangible product Evidence- Culminating

Development & Practice • Performance Task Activity • • • Tangible product Evidence- Culminating assessment Application of knowledge & skills Relevance and context Open-ended solution(s) • Examples Learning Outcomes Identify Desired Results Determine acceptable evidence Plan learning experiences & instructions Wiggins & Mc. Tighe (2005)- Understanding by Design Written proposal Poster Presentation

Development & Practice • Performance Task Activity • Do you a have performance task

Development & Practice • Performance Task Activity • Do you a have performance task activity? • Is the PTA aligned with stated outcomes? • Discuss at your table the alignment of the PTA with desired learning outcomes • Are there implicit outcomes that should be made explicit? • Are there explicit outcomes that are not addressed by PTA? Identify Desired Results Determine acceptable evidence Plan learning experiences & instructions Wiggins & Mc. Tighe (2005)- Understanding by Design

Development & Practice Identify Desired Results Determine acceptable evidence • Planning Learning Experiences •

Development & Practice Identify Desired Results Determine acceptable evidence • Planning Learning Experiences • What would students need to do & Practice to achieve the outcomes? • When are students given opportunity to practice & develop skills Topic Before class During Class Priming the Learning Soil Acidity Lecture Cap • i. Clicker Mangement Reading • The alfalfa field Online Quiz case study • Determining lime rate • Selecting the right lime product(s) Plan learning experiences & instructions After class Summary & reflection submission • Main points • Connect with experiences • Apply concepts & skills in PTA

Development & Practice • Develop Learning Cycle for Topic • Sketch out a template

Development & Practice • Develop Learning Cycle for Topic • Sketch out a template (Before, After, During) • Discuss at your table Topic Before class Priming the Learning During Class After class Identify Desired Results Determine acceptable evidence Plan learning experiences & instructions Wiggins & Mc. Tighe (2005)- Understanding by Design

Experiencing Flipped Learning Topic Flipped Session Before class ‘Priming the Learning’ • Reading on

Experiencing Flipped Learning Topic Flipped Session Before class ‘Priming the Learning’ • Reading on flipped course • Pre-recorded information • Brief online assessment During Class • Just in time question • Case Study on Flipped Course • Development & Practice After class How & when will you implement? - PTA

Just in time question What do you think are the biggest challenges in flipping

Just in time question What do you think are the biggest challenges in flipping a course? Ø Discuss at your table Ø Report out to larger group

Upcoming Workshop

Upcoming Workshop