Buffie Schmidt mba eds hull college of business My Design goals Flipping as a part of the Schmidt Model Reduce DWF rate Brings semiknowledgeable students to you on Day 1 Fun ID: 557578
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Slide1
Resplendent flipping technique: revitalize the toughest concept
Buffie Schmidt, mba, ed.s.hull college of businessSlide2
My Design goals
Flipping as a part of the Schmidt ModelReduce DWF rate
Brings semi-knowledgeable students to you on Day 1
Fun
and
Engaging learning experienceMore Time for: Wider Breadth or Deeper Depth of concept knowledgeStudents to be:Amazed at facts, Proud of themselves, Love LearningForces students to take Responsibility for Their EducationTime management, communication, preparation, conceptsProvide specific expectations, build in allowancesIncreases job satisfaction for instructor
2Slide3
Evaluate
Schmidt model
3Slide4
Design your flip!
How to Flip Your Course – Flipped by SchmidtDO NOT
focus on the concept you need them to learn!DO focus on how the concept will be
Utilized/Applied
in
their life.Know your students. Personalities, goals, majors, year in school, learning styles Design the deliverable considering Where is your concept used in real life?What assignment will benefit students beyond specific concept understanding? (Time Mgmt)Evaluation of group or individual assessment (rubric?)Integrity of flipped assignment!
Whenever
possible:
Allow students to
choose & Partner
with local businesses
4
*We must change our approach to evaluation if we really desire to change our approach to teaching –
students study according
to assessment practices!Slide5
w
x
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y
v
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FLIPPED BY SCHMIDT
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2/12/2016
Buffie
Schmidt
bschmidt@gru.edu
Career Path
Real-life Scenario
Flipped Assignments
Retention
Main Concept / Specific Struggle
5
uSlide6
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x
x
x
y
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y
Gains from Trade
v
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FLIPPED BY SCHMIDT
w
w
2/12/2016
Buffie
Schmidt
bschmidt@gru.edu
MATH
Decisions based on information
Journal Reflections
Professional Interviews
Profts
/Loss
Taxes
ROI,
TVM
Locate profit/loss article in newspaper discuss possible gains from trade realized/available
Mind Maps
Fish Bone Diagrams
Create Exam
Business Owner
Politician
Budgets
Elections
Statistics
Review elections coverage and discuss comparative advantages of candidates and effect on candidacy
Locate financial statements for large corporation and discuss possible Gains from Trade utilized
Career Path
Real-life Scenario
Flipped Assignments
Retention
Main Concept / Specific Struggle
6
uSlide7
FLIPPED BY SCHMIDT
Handout Instructions
Green
Boxes
indicate a recommended process to derive excellent ideas for flipped assignments that address root concepts/issues by utilizing real-life and proven retention increasing strategiesBlue boxes are assignment ideas you will choose from to utilize in class or as flipped assignments. Red boxes are reflection and reinforcement assignment ideas. Student choice is important here! 1 - Problem Concept/Chapter: Select one concept/chapter with which you know your students struggle for which you are willing to try something new [Gains from Trade]2 - Specific Concept Struggle: Be specific concerning the struggle your students experience on this concept. What about this particular concept is difficult? (This step may require research, surveying students, or an objective view of the material) [math]
3 - Big Picture: Where is this concept utilized in real life? What career path utilizes this concept? [Politician: campaign budgets, election stats; Business Owner: Profit/Loss, ROI, Taxes, Partnership decisions]
4
- Real World Application
:
What assignment relates to or requires student to enter the real world. Think
cross-discipline / multidimensional
. (This step requires Brainstorming and Creative Thinking- You are determining possible assignments to use for the flip. i.e. Class Time) [View election news coverage, campaign adds and Discuss comparative advantages of candidates; Analysis of real financial statements
]
Implementation:
It is now time to create your assignments and Flip your course/lecture.
Be
sure to consider time for completion and level of difficulty with rubrics, formative/summative or objective/subjective assessment, Increase
Retention.
5 – Evaluation
:
R
einforce their learning,
E
nsure integrity,
D
etermine effectiveness
Share
your outcomes and ideas with others / Document your findingsSlide8
Questions?
8Slide9
Implementing in classSlide10
SCHMIDT MODEL PROCESS
10
Evaluate
Assessment/
FiindingsSlide11
Flipped Assignment Examples
11
EVALUATIONSlide12
results
Online economic coursesSlide13
Real Result: Online Course
economic quizzeseconomic exams
13Slide14
Greater %
assigned to
Flipped
&
Performance Assessment! *70% from Higher Order thought assessmentsFlip#2My Design - Data
*All numbers are percent values
Flip#1
Flip#1
Boring Basic verse Flipped Classroom
70%
Application & AnalysisSlide15
Student Outcomes
Boring Basic verse Flipped Classroom
*Spring Semesters – Mind Map (flip assignment)
*Fall Semester – Online Homework (flip assignment)Slide16
Take Away
Things I DiscoveredThis really works! (Decrease DWF rates)
Integrity of Flipping Assignment is important!Organization and Consistency is important! (See time commitment.)I was able to:Add more current events to curriculum
Achieve higher order level of thought in class discussions
Witness critical thinking skills develop
Course debates were so engaging a graduate faculty member duplicated and continues to use in her MBA course.Slide17
Take Away
Time CommitmentPreparation of Flipped AssignmentsIntegrity, Concept based, Assessable Incorporating higher-level thought
activity into curriculum Managing student expectations and the ‘flipped experience’Explaining conceptSpecific before/during/after class expectations
Encouragement for slow / Challenges for quick Learners
Well worth the time based on
Final assessmentStudent comments (need to study these!)Slide18
Learning theories and styles
http://spots.gru.edu/bschmidt/links-resources/links-resources.htmlSlide19
Active Learning
Supplement
*wordpress.com
Return to
#7
Step 3: ThoughtSlide20
Bloom’s Taxonomy
20Slide21
Bloom’s Taxponomy
21
http://spots.gru.edu/bschmidt/links-resources/links-resources.htmlSlide22
Definitions
Constructivist Teaching StyleFosters critical thinking, develops independenceLearning builds on knowledge already possessedStudents retain more when actively engaged
Field trips, experiments, research presentations, Active LearningA student must be involved in the learning processRequires student to engage in higher order thoughtsClass discussions, learning group, debate, game, video reaction, study buddies (learning cells), etc.
Project Based Learning
Requires students to investigate
Associates theory with real-life situationsAuthentic AssessmentStudent perform or simulate the skill learnedRubric evaluates “What should the student be able to do?”Return to #6 Teaching Philosophy SlideSlide23
Discipline examples
Various disciplines covered23Slide24
Discipline Integration
Chemistryhttp://www.chemisme.com
/Videos for Lab Prep, instructions, examples of accurate outcome to decrease time needed for lab or increase rigor of lab assignmentMore time in class for practice problems, discussion, group quizzes, mixed session assignments-students can self pacehttp://
kulowiectech.blogspot.com/2011/01/flipping-history-classroom.html
History
Essay practiceGuest speakersField trip experiences: monument documentation, history research, museum visitsIn class activities: Cave writing exercise, replicate archeological digEXAMPLESFlip Your Class!Slide25
Discipline Integration
Political Science/EconomicsAssure readiness - Baseline preparedness (math, basic terms)Dive deeper - Campaign analysis/preparation: Require small groups to determine best path for campaign on various hot topics, have group recorder turn in paper at end of class with requested items.
PBL: Commodity from production to consumptionSmall groups create economic graphs from newspapersPsychologyhttps://www.youtube.com/watch?v=QTDQaaVWEzI
Psychiatric intervention and cultural implications
Loci memory technique benefits those with
depressionEXAMPLESFlip Your Class!Slide26
Discipline Integration
CommunicationRequire (memo, resume, cover letter) be brought to class prior to class discussion on written communication chapterRequire 2 minute informational/persuasive speeches on topic of choice on day covering oral communication. (do not have to choose everyone, allow class to critique speakers, offer extra credit for volunteers)
EnglishThe local newspaper is an excellent source of inaccuraciesUtilize your library!Physical EducationVideo of Rules, Sportsmanship, Team
Selection
EXAMPLES
Flip Your Class!Slide27
Discipline Integration
Mathematics/FinanceRequire analysis of firm of choice using specific equation or concept being covered (remember there is not a need to apply all of your knowledge to concept specific assignments)Nursing
http://www.youtube.com/watch?v=UL0ADbzCR2U&list=PLJ5kKhwVxA5Ju4Iv0ZBqVGiUx1-HSQqMJSciences, Art, Music, Logistics, or any DisciplineFollow outline to follow.....
Brainstorm with
Colleagues!
EXAMPLES
Flip Your Class!Slide28
Discipline Integration
Technology ResourcesDiscussionthreads.comPrezziFree graphic organizer software
Anymeeting.comEdpuzzle.com (video)“Old School” ResourcesLibraryPersonal touches (interviews, surveys)Text/book summary
Lab report
Flip Your Class!
Incorporate Technology – or NOT!EXAMPLESSlide29
Process examples
Before – during – after class activity & findings ideasSlide30
Process Examples Defined
Step 1: Require assignment on concepts being covered in class to be completed
prior to classVoiceover on PowerPointVideo lecture (Khan Academy, iTunes University, personal lecture capture, educational YouTube)News clip (selected or unsolicited)Homework based on concept/chapterGroup assignment with
specific deliverables
Others?
Flipping Technique*Also assists with time management skills**Forces student to own learningBEFORE ClassSlide31
Process Examples Defined
Step 2: Integrity of Flipping Assignment:
Ensure students ethically complete the pre-activityShort quiz at the beginning of class Built into grade or for extra credit
Begin class with
discussion
assuming Blooms Level 1 & 2 knowledge levelsDismiss class if the majority are unprepared and do not re-cover in the next class periodBegin class with short group exercise requiring applicationTake up the papers with namesFlipping Technique*Important at the beginning of the semester!BEFORE Class*Slide32
Process Examples Defined
Step 3: Thought Provoking, Goal Assignments
used to stimulate deeper thought, improve
critical
thinking, and encourage creative, application, and analytical thought resulting in excitement and concept retentionCurrent Event Class DiscussionEncourage and Reward participation Small Group DiscussionsClicker QuestionsWorking End of Chapter Problems (math)Solving Project Based Learning Assignments Flipping TechniquePeer-to-Peer Learning
*Goal assignment: What have you always wished you had time to do in class?
CLASS TimeSlide33
Process Examples Defined
Step 3: Thought Provoking, Goal Assignments used to stimulate
deeper thought, improve
critical
thinking, and encourage creative, application, and analytical thought resulting in excitement and concept retentionReal-Life Document Analysis (hand on, labs)Problem Solve/Clarify Individual ReflectionCourse Projects:DebatesPresentationsFlipping TechniqueIn-depth ApplicationCase Studies
*
Active Learning
Assignment Assistance
CLASS TimeSlide34
Process Examples Defined
Step 4: Follow up Assignment in an attempt to solidify the imprint of the newly gained knowledge on the student’s mind.Additional Experience –
After class assignment of choice
Write in journal
Interview professional
Mind map the conceptsReview of Key conceptsFishbone diagramFlipping Technique*Consider requiring a minimum number to be completed over the semester in a portfolioStudents Engage and Retain more when they have choicesAFTER ClassSlide35
Process Examples Defined
Step 5: Results AssessmentCompare – was your “flip” effective
Exam ScoresEmbedded Questions assessing specific Learning OutcomesOverall Course GradesCourse Evaluations
ETS scores
Flipping Technique
FINDINGS*Do NOT STOP at assessing your Goal! -Look for other benefits to students/faculty or areas for improvements to the design?Slide36
For printing onlySlide37
w
x
x
x
y
w
y
v
v
FLIPPED BY SCHMIDT
w
w
2/12/2016
Buffie
Schmidt
bschmidt@gru.edu
Career Path
Real-life Scenario
Flipped Assignments
Retention
Main Concept / Specific Struggle
37
uSlide38
w
x
x
x
y
w
y
Gains from Trade
v
v
FLIPPED BY SCHMIDT
w
w
2/12/2016
Buffie
Schmidt
bschmidt@gru.edu
MATH
Decisions based on information
Journal Reflections
Professional Interviews
Profts
/Loss
Taxes
ROI,
TVM
Locate profit/loss article in newspaper discuss possible gains from trade realized/available
Mind Maps
Fish Bone Diagrams
Create Exam
Business Owner
Politician
Budgets
Elections
Statistics
Review elections coverage and discuss comparative advantages of candidates and effect on candidacy
Locate financial statements for large corporation and discuss possible Gains from Trade utilized
Career Path
Real-life Scenario
Flipped Assignments
Retention
Main Concept / Specific Struggle
38
uSlide39
FLIPPED BY SCHMIDT
Handout Instructions
Green
Boxes
indicate a recommended process to derive excellent ideas for flipped assignments that address root concepts/issues by utilizing real-life and proven retention increasing strategiesBlue boxes are assignment ideas you will choose from to utilize in class or as flipped assignments. Red boxes are reflection and reinforcement assignment ideas. Student choice is important here! 1 - Problem Concept/Chapter: Select one concept/chapter with which you know your students struggle for which you are willing to try something new [Gains from Trade]2 - Specific Concept Struggle: Be specific concerning the struggle your students experience on this concept. What about this particular concept is difficult? (This step may require research, surveying students, or an objective view of the material) [math]
3 - Big Picture:
Where is this concept utilized in real life? What career path utilizes this concept? [Politician: campaign budgets, election stats; Business Owner: Profit/Loss, ROI, Taxes, Partnership decisions]
4
- Real World Application
:
What assignment relates to or requires student to enter the real world. Think
cross-discipline / multidimensional
. (This step requires Brainstorming and Creative Thinking- You are determining possible assignments to use for the flip. i.e. Class Time) [View election news coverage, campaign adds and Discuss comparative advantages of candidates; Analysis of real financial statements
]
Implementation:
It is now time to create your assignments and Flip your course/lecture.
Be
sure to consider time for completion and level of difficulty with rubrics, formative/summative or objective/subjective assessment, Increase
Retention.
5 – Evaluation
:
R
einforce their learning,
E
nsure integrity,
D
etermine effectiveness
Share your outcomes and ideas with others / Document your findings