Flipping The Classroom

Randall S. Mangrum, RN, MSNInstructor - HCPS - St. Mary’s Hospital School of Practical NursingJuly 24, 2015

Welcome

Welcome To The Virginia Beach Conference Center

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.

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!

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.

Go to www.socrative.comClick on Student Login

Enter Classroom – FA0E49D7

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.

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!

http://flippedlearning.org

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

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

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

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!

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.

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.

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.

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

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.

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!

Technology For The Flipped Classroom

Before we start this section

Technology for the Flipped Classroom – Free!!

ClassChatter

Active Learning Strategies

CornersDRTA

Exit PassGraffiti

Numbered Heads Together

Pairs Check

Cornell Note Taking

Gaming

Simulation

Teach MeUnfolding Case Studies

References – Recommended Reading

References – Just One More Book!

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.

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

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!