flipped classworkshop

FLIPPING THE CLASSROOMDay-Long Workshop

Celine Latulipe (with Bruce Long and Stephen MacNeil)

Thursday, July 2, 15

AGENDA

9am Intro

9:15-10am Moodle Setup for Flipped Classrooms

10-11am Sourcing/Creating/Distributing Video

11am- noon - Presentation/Discussion on Learning Taxonomies

12-12:30 Forcing Functions Design (moodle homework quizzes)

12:30-1:30pm Working Lunch (lunch will be provided, in a different room)

1:30-2:30pm Active Learning (clicker quiz demo)

2:30-3:30pm Structuring the Social Interaction (lightweight teams) and Gamification

3:30-4pm Grading Schemes and other miscellany

4:00-4:30pm Final wrap-up/questions


INTRO - FLIPPING THE CLASS:

Requires significant up-front effort and careful design

Can be done in stages for a pre-existing course

Works best when combined with concrete social structuring

Requires constant meta-education for students (explaining to them WHY we are teaching this way)


INTRO - FLIPPING THE CLASS:

Is based on sound pedagogical research

Allows students to learn and engage actively

Helps students take control of their own education

Promotes social/peer learning, practice soft skilss

Forces students to work harder (and thus learn more)


FLIPPING POINTS

Structure of work week

Sourcing videos/materials for out of class consumption

Designing active learning activities

Structuring the Social Interaction

Setting up assessment structures that focus on learning


MOODLE

The flipped classroom structure is often unfamiliar to students, who are used to not thinking too much before they come to class

Moodle has many features that can help you provide the structure students need to lead them through the work


USE LABELS TO STRUCTURE THE WORK WEEK:


MOODLE STRUCTURING FEATURES

Use labels, with consistent colors, to separate the types of activities

Put these labels in the order you want students to complete the activities

Make it very clear what has to be done each week, and by what day/time

Use completion tracking features


MOODLE COMPLETION TRACKING

This has to be turned on in the general Settings for your course:



Dotted checkboxes are for items that can be checked by Moodle (going to the video page or completing the quiz)



Solid checkboxes are for items that the student manually checks off (doing the textbook reading)



Note the dependencies on the quiz: students must have 3 previous boxes checked in order to get access to quiz


STRUCTURE

Demo setting up activity completion in Moodle


VIDEOS

3 Issues to consider:

Sourcing: create the video vs. curate existing videos from the web

Distributing: where to host the videos

Engagement: how to enhace active, rather than passive, consumption of video


VIDEOS

Create your own:

Use Quicktime on Macs to record yourself talking over a slide deck

Use ShowMe on an iPad to record whiteboard presentation

Record yourself demonstrating something (not on a computer)

Other options also exist


VIDEO CREATION

Quicktime-PPT/Programming demo


VIDEO CREATION

ShowMe demo


VIDEOS

Curate the videos from other sources:

Find them on YouTube/Vimeo

Find them on educational sites like ShowMe, Lynda.com tutorials, Khan Academy

Wrap your course around existing online course such as MOOCs

Hint: this is a great undergraduate project for credit


VIDEOS

Distributing:

Put them on Moodle (worst idea)

Put them on YouTube (sharing is nice!)

Put them on Video Collaboratory (active engagement possible through annotation)


VIDEO DISTRIBUTION

Demo video collaboratory

Allows for annotation, prompting students to add examples or thoughts

Can ask students to annotate video with quiz questions that test content understanding


LEARNING TAXONOMIES

Stephen MacNeil will present Bloom’s Taxonomy and how it might help us think about structuring active learning activities


FORCING FUNCTIONS

How do you make sure students do the prep work?

Implicit forcing function: team activities and pair programming in labs provide social pressure to come prepared

Explicit forcing function: some type of homework quiz (either to be done before coming to class, such as on Moodle) or when they first get to class

Homework quiz needs to count towards final grade


FORCING FUNCTIONS

Bruce will discuss/demo creating quizzes


SOCIAL STRUCTURE

Doing active learning activities in a large class without breaking students up into groups is not going to be very useful

Learning works best when students actively discuss material with others - the exposure to multiple perspectives and ways of knowing allows them to create synapses that link the material to existing content in their brains in deeper and more complex ways


SOCIAL STRUCTURE

By creating a social learning environment you get other benefits too:

Students learn how to communicate with others about and practice the vocabulary of the domain

By teaching others, students reinforce their own knowledge

By connecting with others, students begin to feel more connected/embedded in their community


SOCIAL STRUCTURE: HOW?

Large classes with students doing active learning activities individually really don’t work (students can too easily hide and not participate), you have to break students into smaller groups

For intro (freshman/sophomore) classes, group formation causes a lot of social anxiety - better to do it for them

Having groups stick together for awhile helps students form deeper social bonds


SOCIAL STRUCTURE

Lightweight Teams:

Good for freshman/sophomore classes where there is significant social anxiety

Teams stick together all semester long and have assigned seating

There are no high-stakes activities where a poorly performing team-mate could negatively impact a student’s grade


TEAM FORMATION

Let Moodle do the work and create teams randomly for you

Let students pick team names within a theme


TEAM FORMATION

Moodle can create groups based on how many groups you want, or how many team members you want per group

You can then make adjustments and tweak the teams (for example, in ITIS 1212, we ensure that we don’t have any teams with just one female)


MAKING USE OF GROUPS

For clicker quizzes, allow students to talk with group members before answering

For other active learning activities, try to do things that are on paper, rather than on a computer, tends to get more people involved

Use Moodle’s journal feature to allow team members to add course notes to Moodle, set the group function on, and team members will be able to share notes


ACTIVE LEARNING ACTIVITIES

Finding activities that are not using computers is good

Physical manipulation of objects gets students up and active and helps keep students awake and engaged

Clicker quizzes (or Socrative, etc.) can form a great backbone/anchor to an active learning classroom


CLICKER QUIZZES

Think about the clicker quizzes as a learning activitiy instead of an assessment activity

Make it worth only a small portion of the grade

Let students discuss before they answer (it is this active discussion of difficult concepts that helps students learn and connect new concepts to facts/concepts they already know)


CLICKER QUIZZES

Mechanics:

Create quizzes in Turning Point software (warning - it is kind of awful)

Can also embed into PowerPoints (on certain systems)

Quiz results can be uploaded directly to Moodle


CLICKER QUIZZES

Mechanics:

You can set attendance policy so that students have to answer at least half the questions in order to be counted as present

You can repoll questions


CLICKER QUIZZES

Demo:

Creating/editing a quiz question in Turning Point

Polling

Showing the chart of results

Repolling

Showing the answer


GAMIFICATION

Using Moodle’s built-in stamps features allows you to reward students for putting extra effort into the class

Create a very weak tie to grades (1% extra final point for every 10 stamps earned)

Be consistent about giving stamps (let a TA handle it?)

CTL can generate a weekly leaderboard that shows which team has generated the most stamps


STAMPS


LEADERBOARD

The leaderboard shows which team has collectively earned the most stamps so far

Create a semester long tournament with candy bar prizes at the end

This serves to encourage students to encourage their teammates to put in more effort


GRADING SCHEMES

Philosophy: If the goal is learning (rather than weeding out students who aren’t good at traditional school testing), then we should be aiming to give students lots of opportunities to practice skills and demonstrate understanding


GRADING SCHEME

Test taking (the act of recall) is shown to improve long-term retention of material

Explain this to students!

Create more frequent, smaller stakes tests, rather than big, high-stakes exams

In 1212/1213 we allow students to retake a test mid-semester (test 1 or 2) and again at the end of the semester (test 3 or 4), as long as they have no unexcused absenses


GRADING SCHEME

Strict attendance policies make sense in flipped classes

As long as the learning is all active, students don’t seem to resent this

This also ties into the social structure - if a teammate doesn’t show up, it detracts from learning


GRADING SCHEME


MISCELLANEOUS

Collect detailed feedback on Moodle using the feedback activity

Limit out of class communication channels to Moodle forum


flipped classworkshop

Education

class moodle

structure students

moodle setup

pm structuring

daytime use completion

active learning activities

activity completion

structure demo