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Flipping The Classroom
Randall S. Mangrum, RN, MSNInstructor - HCPS - St. Mary’s Hospital School of Practical NursingJuly 24, 2015
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Welcome
Welcome To The Virginia Beach Conference Center
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A few announcements before we begin today
Education Affiliates is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation.
This event has been approved for 5.75 contact hours.
Participants must attend the entire workshop and complete an evaluation in order to receive the contact hours approved for this event. No partial hours will be awarded.
All teachers employed by a county school system will receive a Virginia Department of Education Certificate of Completion.
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No conflicts of interest were identified with the program planners or the speaker.
There is no commercial support or sponsorship for this event.
Any concerns with this program should be addressed to Dr. Nina Beaman. Dr. Nina will be present for the entire program.
Now We Are Ready To Begin!
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Objectives for Today’s Workshop
1. Describe and define what it means to flip the classroom.
2. Apply technology to support the flipped classroom experience.
3. Compare and contrast active learning strategies that can be implemented to support the flipped classroom experience.
4. Evaluate the flipped classroom experience and the participants readiness to implement the approach with students.
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Go to www.socrative.comClick on Student Login
Enter Classroom – FA0E49D7
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What a Flipped Classroom is NOT ...
It is not an educational model that has a single method of delivery.
It is not just about watching videos or using technology (unless it’s appropriate).
It is not haphazard. It is not teacher-focused. It is not easier for the students. It is not easier for the teacher.
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What a Flipped Classroom is ...
Pedagogical paradigm shift. Inverts or shifts traditional classroom
instruction methods. Blends a mixture of teaching/learning
approaches using structured and guided assignments.
The students are held accountable for acquiring knowledge they must bring to the classroom. In other words, they do their homework and are prepared to contribute to rich discussion and activities!
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http://flippedlearning.org
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Blooms Taxonomy Verbs
CreatePlan, Construct, Invent, Design
EvaluateJudge, Test, Critique, Defend
AnalyzeCompare, Contrast, Organize, Examine
ApplySolve, Calculate, Diagram
UnderstandInterpret, Summarize, Explain, Paraphrase
RememberDescribe, Memorize, Define, List, Name, Locate
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Retention of Learning
Lecture
Reading
Audio-visual
Demonstration
Discussion Group
Practice By Doing
Teaching Others
Shows the average rate of retention after just 24 hours.Each box represents a 5% retention rate.Dr. Roger Mackey – New Teacher Institute
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Benefits of Flipping the Classroom
Helps students build higher order thinking skills at all levels.
Students come to class prepared for discussion.
Students can absorb material at their own pace…in their own way.
Provides multiple methods for learning that address various learning styles - VARK
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Benefits of Flipping the Classroom
Improved student-teacher interaction. Increased opportunities for ongoing
assessment.Self-directed, engaging and more
meaningful learning experiences.More satisfying for faculty…after the
shock wears off!
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Comparison of Class Time in Traditional versus Flipped Classrooms
Traditional Classroom Flipped ClassroomActivity Time Activity Time
Warm-up activity 5 minutes Warm-up activity 5 minutes
Go over previous night’s homework
20 minutes Q&A time on video 10 minutes
Lecture new content 30-45 minutes
Guided and independent practice and/or lab activity
75 minutes
Guided and independent practice and/or lab activity
20-35 minutes
The student is actively engaged with learning. The teacher becomes the “resident expert” and “guide” to help students,
not to deliver information.
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Challenges of Flipping the Classroom
May be a learning curve for faculty. May require faculty development opportunities.
May be a culture shock for students. Self directed learning hurts in the beginning.
Takes time to plan meaningful in-class experiences.
Requires ongoing assessment and grading.
Requires continuous quality improvement.
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How Do You Flip?
Consider your course learning outcomes. Which ones will your classroom session meet?
Develop your classroom objectives using Blooms’ cognitive verbs.
Investigate your resources.Design pre/intra/post class activities
that facilitate students to meet their objectives.
Plan ongoing assessment activities.
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Pre-Class(Readiness for Application)
Intra-Class(Application of Theory)
Post-Class(Did it stick?)
1. View videotaped theory bursts2. Read their textbook and
compare concepts with other sources
3. Best practice articles4. Structured, self-directed
modules (workbook exercises)5. Publisher resources6. Web searches7. Online videos (You Tube, Kahn
Academy, etc.)8. Complete fundamental case
studies and prepare an SBAR report
9. PowerPoint or Prezi presentations
10.Cornell note-taking system11.Passport for entry
1. “Clearing The Muddy Waters”2. Unfolding case studies3. Concept mapping4. Conduct a simulated
experience - demonstration of hands on skills
5. “Nurse What Do You See?”6. “Teach Me”7. Learning labs8. Current events9. Google Wars10.Standing lectures11.Role play12.Quizzes/games13.Student presentations – group
projects14.Discussion questions15.Exit pass16.Guest speakers17.Global thinking
1. Reflection questions2. Critical thinking questions3. Discussion board posts4. Post-class assessments
Plan Ongoing Assessment Activities:
Pre/Intra/Post
Inspect What You Expect
Designing Activities to Facilitate Learning
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Lessons Learned – So Far
Prepare the students.Do your research. Don’t re-invent the wheel. It has probably already been done.
Steal shamelessly and give credit freely and often.
If you use an out-sourced video – watch the ENTIRE video – make sure it conveys the message you intend to send.
If you make your own videos/recordings – be yourself – if you make a mistake, correct it just like you would in class.
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Lessons Learned – So Far
Start small. Do one lesson. Adapt what you have.
Really structure the out-of-class activities.Have extra in-class assignments…you might have extra time.
Don’t be afraid of feedback.Collaborate with your peers!
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Technology For The Flipped Classroom
Before we start this section
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Technology for the Flipped Classroom – Free!!
ClassChatter
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Active Learning Strategies
CornersDRTA
Exit PassGraffiti
Numbered Heads Together
Pairs Check
Cornell Note Taking
Gaming
Simulation
Teach MeUnfolding Case Studies
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References – Recommended Reading
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References – Just One More Book!
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References
Baker, S., Reimer, K., & Vant Hul, T. (2014). A flipped out classroom: Have you flipped yet? National League for Nursing. Pheonix, AZ.
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass.
Bergman, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. Eugene, OR: International Society for Technology in Education.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.
Bradshaw , M., & Lowenstein, A. (2014). Innovative teaching strategies in nursing and related health professions (6th ed.). Burlington, MA: Jones & Bartlett Learning.
Mackey, R. W. (2014). New Teacher Institute. Richmond.
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References
www.flippedlearning.org – Flipped Learning Networkhttp://www.thedailyriff.com/articles/the-flipped-class-conversation-689
.phphttp://flippedinstitute.org – Flipped Institutehttp://thejournal.com/articles/2012/06/20/flipped-learning-founders-q-
and-a.aspxhttp://youwillflip.pbworks.com
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Evaluation
Once you have completed your written evaluation, you will receive your CEU certificate and your certificate of attendance from VDOE.
Thank you for being here today! Travel safely, I look forward to seeing
you at a future workshop!