An overview of my spring 2009 flipped art history community college classroom experiment.

1. ed my
I fl ipp
How and why to flip your classroom.
resource site:
http://goo.gl/FNa66
Michelle Pacansky-Brock
www.teachingwithoutwalls.com
@brocansky

2. A Flipped Classroom
experiment
Spring 2009
• Discuss how and why I flipped my classroom.
• Provide examples of learning activities that support
this model.
• Share student survey results about the flipped
classroom experience.

3. My Class
• Introductory art history course
• Community college
• Max class size: 40
• Diversity: ESL, International Students, Cognitive
Challenges, Physical Disabilities.
• Mix of Levels: art history major, art majors, students
fulfilling transfer credit with no art interest or
experience.

4. My Institution
• Large community college (20,000+ students)
• No instructional design support
• Access to course management system
• Access iTunes U

5. why?

6. by Sumo Science
http://youtu.be/CD7eagLl5c4

7. by Sumo Science
http://youtu.be/CD7eagLl5c4

9. Image adapted from the work of Laurie Burruss.

11. spend less
face-to-face
time lecturing
Image adapted from the
work of Laurie Burruss.

12. spend more face-to-face
time applying, analyzing,
synthesizing, evaluating
Image by Nick Kaster, used
with permission.
spend less
face-to-face
time lecturing
Image adapted from the
work of Laurie Burruss.

14. Student advantages?

15. Instructor/teacher challenges?

16. My Plan

17. My Plan
• Class had been taught online for 2 years.
• Goal: adapt online course design for F2F, flipped format.
• Leverage the mobile lectures and PDFs from my online class.
• Maintain the summative assessments from the F2F format
(with minor adaptations).

18. My Plan
• Class had been taught online for 2 years.
• Goal: adapt online course design for F2F, flipped format.
• Leverage the mobile lectures and PDFs from my online class.
• Maintain the summative assessments from the F2F format
(with minor adaptations).
• Remaining Questions:
• How will I be sure they do the work?
• What will we do together in class?

19. ?????????????????
• How would mobile lectures affect my students’ learning?
• How would choices affect student learning?
• Would students do the work?
• How would I spend classtime with them?
• What would their/my experiences be like?
• Would the class demand too much technology skills?
• What would the effect be on retention and student success?

21. listen or read

23. how?

25. Instructional Design

26. Instructional Design
unit 1 unit 2 unit 3 unit 4 unit 5 unit 6 unit 7 unit 8 unit 9

27. Instructional Design
unit 1 unit 2 unit 3 unit 4 unit 5 unit 6 unit 7 unit 8 unit 9

28. Instructional Design
unit 1 unit 2 unit 3 unit 4 unit 5 unit 6 unit 7 unit 8 unit 9
assessment
asses smen t
asses smen t

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33. peer-to-peer, participatory learning
Web-based with mobile app
No cost to student
Provides conversations around media
Comments in voice, video or text
VoiceThread logo used with permission.

34. Photo by Dan Winkler
Used with permission from VoiceThread.

37. pre-class

38. pre-class in class

39. pre-class in class post-class

40. pre-class in class post-class

41. pre-class in class post-class

42. pre-class in class post-class

43. formative
assessment
pre-class in class post-class
VoiceThread logo used with permission.

44. formative
assessment
pre-class in class post-class
VoiceThread logo used with permission.

45. formative formative
assessment assessment
pre-class in class post-class
VoiceThread logo used with permission.

46. pre-class in class post-class

53. pre-class
Online Formative Assessments

54. pre-class
Online Formative Assessments

55. post-class
Online Formative Assessments
Compare and conrrast these artists’ portrayal of
the subject matter of woman and child.
Photos by bitmask and CEA.

56. Photos by jasonwryan and Omma_0869
Video: http://youtu.be/ez6QE1LpGFA

57. Photos by jasonwryan and Omma_0869
Video: http://youtu.be/ez6QE1LpGFA

58. VoiceThread Feedback

59. VoiceThread Feedback
• “I liked the voicethreads the best because it helped
make me think in other ways and get different
perspectives from my fellow students.”
• “...created an environment for people to do well who
don’t always do best in a classroom environment if
they’re afraid to talk in class or if the class is run by
a group of students who dominate the conversation.”
• “... helped me to really understand the content we were
learning and also get feedback from other students and
from our professor as well.”

60. Facilitation
Before Class

61. Facilitation
Before Class
During Class

62. Facilitation
Before Class
Review the VoiceThread, take detailed notes,
identify problem areas and strengths.
During Class

63. Facilitation
Before Class
Review the VoiceThread, take detailed notes,
identify problem areas and strengths.
During Class
Show VoiceThread. Facilitate a discussion using my notes.
30ish-Minute Discussion based on VT content.
Multiple Small Group image analysis (compare/contrast).
Large Group discussion of analysis.
Additional Activities: movies, one field trip, Wiki Challenge,
call a friend poll.

64. Additional Classroom
Activities
Additional Activities
X

65. Objective:
Identify the dearth of female artists included in
traditional versions of the history of western art.

66. Objective:
Identify the dearth of female artists included in
traditional versions of the history of western art.

67. Call a Friend Poll
Objective:
Identify the dearth of female artists included in
traditional versions of the history of western art.

68. Course Objective: Identify and discuss significant
accomplishments and life events of selected women artists.

69. Wiki Challenge
Course Objective: Identify and discuss significant
accomplishments and life events of selected women artists.

70. Wiki Challenge
Course Objective: Identify and discuss significant
accomplishments and life events of selected women artists.
In Class

71. Wiki Challenge
Course Objective: Identify and discuss significant
accomplishments and life events of selected women artists.
In Class After Class

72. Wiki Challenge
Course Objective: Identify and discuss significant
accomplishments and life events of selected women artists.
In Class After Class Next Class

73. Wiki Challenge
Course Objective: Identify and discuss significant
accomplishments and life events of selected women artists.
In Class After Class Next Class
• Contestant identified
for each artist to be
studied.
• Contestant leads
small group inquiry.
• Selected facts are
collaboratively shared
with class (instructor
evaluates results and
provides feedback).

74. Wiki Challenge
Course Objective: Identify and discuss significant
accomplishments and life events of selected women artists.
In Class After Class Next Class
• Contestant identified • Contestant visits
for each artist to be class wiki,
studied. completes the
• Contestant leads artist’s page --
small group inquiry. already created by
me along with
• Selected facts are
placeholders.
collaboratively shared
with class (instructor
evaluates results and
provides feedback).

75. Wiki Challenge
Course Objective: Identify and discuss significant
accomplishments and life events of selected women artists.
In Class After Class Next Class
• Contestant identified • Contestant visits • Contestant presents
for each artist to be page to class
class wiki,
studied. completes the • Class and instructor
• Contestant leads artist’s page -- must agree to the
small group inquiry. already created by content
me along with
• Selected facts are • Success = 10 e.c.
placeholders. points for contestant
collaboratively shared
with class (instructor
evaluates results and • Wiki content builds
provides feedback). and is used for next
exam

76. Wiki Homepage

77. Sample Artist page completed by “contestant”

78. Sample Artist page completed by “contestant”

79. Sample Artist page completed by “contestant”

80. Sample Artist page completed by “contestant”

81. Study this!

82. Flipped Classroom
Spring 2009
Student Survey Results

83. End of the Semester
Student Survey
27 respondents
(77% response rate)
4% 4%
Under 24 7%
24-28 4%
28-35
35-43
44-50
50-62
over 62
81%

84. Effect on Retention and Success?
90%
90% traditional method
90.0% flipped
90%
83%
74% 67.5%
Success: # enrolled at census
67% divided by the number of
45.0% students who end with an A, B,
or C
22.5%
Retention: # enrolled at census
divided by the number enrolled
0% at end of term.
Success Retention

85. Overall, how would you describe the
quality of your learning experience?
80%
60%
40%
20%
97% = very
successful/
Very
Successful Mostly mostly
Neutral 0%
Successful
Mostly successful
Unsuccessful Very
Unsuccessful

86. The instructor used technology to
support my learning.
90%
67.5%
45%
22.5%
Strongly Agree
Agree
0%
Neutral
Disagree

87. The amount of technology used in this
class was manageable.
60%
52%
45%
34% 30% 86% = strongly
agreed/agreed
15%
Strongly Agree 4% 11%
Agree Neutral 0%
Disagree Strongly Disagree

88. Having the option to read or listen to
the lectures increased my ability to
achieve the learning objectives.
70%
67%
67%
52.5%
35%
26%
26% 17.5%
7%
Strongly Agree
7% 0%
Agree Neutral Disagree Strongly
Disagree

89. When given the option to read or listen to
the lecture, which option did you choose?
50%
40% 37.5%
25%
30%
12.5%
15% 15%
0%
read listened both toggled neither

90. Why did you choose this lecture format?
70%
67%
52.5%
35%
22% 17.5%
Meets 11%
my Most 0%
learning convenient It’s what I’m
style for me used to Didn’t want
doing to deal with
more
technology

91. The variety of learning materials played a role in
helping me meet the course learning objectives.
90%
67.5%
45%
22.5%
Strongly Agree
Agree 0%
Neutral
Disagree Strongly
Disagree

92. This class helped me understand
how I learn best.
50%
37.5%
41% 40%
25%
12.5%
15%
0%
Strongly Agree Agree Neutral Disagree Strongly Disagree

93. I spent more time on out-of-class assignments in
this class than I would in a traditional lecture class.
50%
48%
37.5%
33%
25%
12.5%
Strongly Agree
11%
Agree Neutral
7% 0%
Disagree
Strongly Disagree

94. By completing the lectures outside
of the classroom, the time we spent
in class was more relevant to my
own learning.
50%
40%
41% 40%
30%
20%
4% 10%
15%
0%
Strongly Agree Agree Neutral Disagree Strongly Disagree

95. Student Interview
Listen to the full
18-minute interview.
http://goo.gl/RPSZn

96. ?
Michelle Pacansky-Brock
www.teachingwithoutwalls.com
@brocansky