Flipped classroom Marianne Lok
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Presentation Eapril november 2016
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Flipped classroom Marianne Lok
- 1. W i n d e s h e i m m a k e s k n o w l e d g e w o r k The Flipped Classroom: fostering effective study behavior Marianne Lok Anneke Smits Zwolle, the Netherlands Windesheim University of applied sciences Primary Teacher Education department Education innovation and ICT research group
- 2. W i n d e s h e i m m a k e s k n o w l e d g e w o r k
- 3. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Practical incentive • Initial teacher training for elementary education • Course on learning theory (2nd year) • Theoretical and abstract content The Flipped Classroom
- 4. W i n d e s h e i m m a k e s k n o w l e d g e w o r k the Flipped Classroom: thinking skills LMS: transfer of knowledge Individual Preparation for classroom F2F: active knowledge construction Together During class time (Bloom, 1956) Create Evaluate Analyze Apply Understand Remember higher-order thinking skills lower order thinking skills
- 5. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Preparation Results Several studies describe student preparation (Brost & Bradley, 2006; Burchfield & Sappinton, 2000).
- 6. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Research Research question: What characteristics of an electronic and physical learning environment contribute to achieving effective study behavior of students?
- 7. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Methodology Analysis & Exploration: context analysis, literature, expert Design & Construction: design characteristics, developing online & physical environment Interventions & Evaluation: 1. Teaching one group of students by teacher-researcher 2. Teaching three groups of students by different teacher
- 8. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Design characteristics 1. Assignments 2. Differentiation 3. Teacher behavior
- 9. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Design characteristics (1) Assignments • Transfer of knowledge in LMS » online lectures, written explanations • Construction of knowledge F2F » assignments stimulating creating, evaluating & analyzing • Stimulate interaction & feedback between student(s) - teacher - content » online quizzes, online questioning, active cooperative learning, peer instruction
- 10. W i n d e s h e i m m a k e s k n o w l e d g e w o r k
- 11. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Explain everything
- 12. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Design characteristics (1) Assignments • Transfer of knowledge in LMS » online lectures, written explanations • Construction of knowledge F2F » assignments stimulating creating, evaluating & analyzing • Stimulate interaction & feedback between student(s) - teacher - content » online quizzes, online questioning, active cooperative learning, peer instruction
- 13. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Peer instruction
- 14. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Design characteristics (2) Differentiation • Arrange for flexibility in time and space » online lectures, written explanations » F2F materials, tools, assignments are available in the LMS • Arrange for flexibility in level and interest » online quizzes, online preparation assignments » F2F mastery assignments (beginner, advanced, master)
- 15. W i n d e s h e i m m a k e s k n o w l e d g e w o r k
- 16. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Beginners level
- 17. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Master level
- 18. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Design characteristics (3) Teacher behavior: be a guide on the side • Ask questions that stimulate higher order thinking » questions regarding self-regulation » questions regarding reasoning content, strategy and modus. » moderate interaction of the online questions • Give learning-enhancing feedback » feedback is positive » feedback is specific (focus on strategy, content, modus, quality) » tackle the expert role (give little instruction)
- 19. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Research instruments • Interviews (students, teacher) • Survey (study behavior & learning effect) • Data analysis (access LMS & test scores) • Teacher log
- 20. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Results What characteristics of an electronic and physical learning environment contribute to achieving effective study behavior of students? 1. Study behavior 2. Design characteristics a) Assignment b) Differentiation c) Teacher behavior
- 21. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Results (1): study behavior 0 5 10 15 20 25 > 5 6 - 19 20 - 50 51 - 100 101 - 138 Numberofstudents Access time Access to the LMS
- 22. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Results (2a) design characteristics Assignments Students value • Online lectures and online quizzes • Assignments that stimulate active learning and constructing of knowledge Students are less interested in peer feedback You can learn from each other through interaction. But it only works when everybody is prepared, otherwise it is annoying.
- 23. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Results (2b) design characteristics Differentiation value flexibility in assignments on advanced or mastery level. state that they’re not stimulated by taking assignments on advanced or mastery level. Because students work on assignments at their level, space is created to coach the different levels. Students who prepare reach a deeper level of knowledge. prepared Less prepared
- 24. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Results (2c) design characteristics Teacher behavior Students value a teacher who • explains why she thinks something is wrong or right. asks questions that incite reflection on the content explains gives feedback on your learning process Prepared students I’ m tempted to explain now and then. Some students were really frustrated. The literally asked me to ‘just tell’…..
- 25. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Effort? More student involvement through better preparation Better understanding of the student learning process. The lessons were interesting, but challenging This way of teaching is not for me, I'd rather just be taught bare exam material
- 26. W i n d e s h e i m m a k e s k n o w l e d g e w o r k Conclusions What characteristics of an electronic and physical learning environment contribute to achieving effective study behavior of students? We found indications for the usefulness of the design characteristics. Except teacher behavior • Be a guide who gives learning-enhancing feedback (feedback on your learning process)
- 27. W i n d e s h e i m m a k e s k n o w l e d g e w o r k How do you involve students? How do you make sure they prepare?
- 28. W i n d e s h e i m m a k e s k n o w l e d g e w o r k How do you involve students? • Assessing the quiz • Exclude them from you lessons • Scaffolding the content • …………… • ……………
- 29. W i n d e s h e i m m a k e s k n o w l e d g e w o r k • Bespreken hoe je de basisgroep kan motiveren • Quiz voor punten • Niet in je les? • Docentbewustzijn
Notas del editor
- Welcome to this presentation, I love to have an audience at the end of this conference so thank you. My name is Marianne Lok and together with my colleague Anneke Smits I will tell you about the study we conducted.
- It all started with my course on learning theory. My students, who want to be teachers in elementary education, follow this course at the end of the second year. The students experience the content of this subject matter as theoretical and abstract. During my lessons I had only time to explain (discourse) the theory of behaviorism, cognitivism and so on. There was little time to discuss the transfer of this content to the elementary school practice. It felt a little ungratified. And then I saw some examples of the flipped classrooms, studied some literature and it all came together. I wanted to flip my classroom.
- To support the learning process of students I introduced online lectures in the Learning Management System (LMS). The idea was to have students acquire knowledge through the content in the LMS and the book according before they come to class. During class time I would have sufficient time to integrate theory and practice. It was THE solution. What could go wrong?
- My flipped class turnout to flop. The students did not prepare and the results were low. They didn’t study the matter timely and sufficiently and it resulted in disappointing lessons. There was no basis to discuss theoretical models and there was certainly no room to transfer relevant theory into primary school practice. My response as a teacher was to rescue the situation and be the sage on the stage. Tell the students the information they needed to know. I wasn’t satisfied at all. Talking to other colleagues I found out it was a common phenomenon, they recognized this kind of student behavior. And also in literature I found that several researchers confirm with their studies that students have difficulty completing assignments before coming to class (Hoeft, 2012). SO I felt a little strengthen.
- This problematic situation created a strong need for improvement and I got the opportunity to research my own practice in a design research. And I went looking for characteristics that contribute study behavior.
- After the analysis and exploration I designed my characteristics for my LMS and the Face to Face moments. During the first intervention I implemented this design with one group of students and after evaluation a colleague of mine implemented it in the second semester.
- Now I’d like to tell you more about the design characteristics I divided them in tree aspects. And I want to show you how ik hier handen en voeten aan gegeven heb. The assignments, differentiation and teacher behavior.
- At first I will talk to you about the assignments. I went over all my lessons and analyzed which parts had a focus on Bloom’s understanding or reminding so I could transfer them to the LMS. I recorded online lectures while using ’explain everything’ and placed written recaps in the LMS. With this I created IN class time to work on assignments that fit to stimulating creation, evaluation and analyzing. I tried to design the assignments in a way that they would stimulate interaction and feedback in class time but also online. So for example students could evaluate a lesson on film, analyses which aspects they recognize, debate about their vision on a learning theory and think about how they would translate this to their own practice. They were all set in a cooperative learning setting. So they had to work together. In the LMS we added online quizzes and a fora were students could leave questions.
- At first I will talk to you about the assignments. I went over all my lessons and analyzed which parts had a focus on Bloom’s understanding or reminding so I could transfer them to the LMS. I recorded online lectures while using ’explain everything’ and placed written recaps in the LMS. With this I created IN class time to work on assignments that fit to stimulating creation, evaluation and analyzing. I tried to design the assignments in a way that they would stimulate interaction and feedback in class time but also online. So for example students could evaluate a lesson on film, analyses which aspects they recognize, debate about their vision on a learning theory and think about how they would translate this to their own practice. They were all set in a cooperative learning setting. So they had to work together. In the LMS we added online quizzes and a fora were students could leave questions.
- Another example of interaction and feedback is peer instruction. Every class we started with one or two questions about the content. And I used socrative for this. I posed a question and students had to respond on their own. After that the students are discussing a question which challenges them to think about the content and justify their reasoning to their classmates. Nothing clarifies ideas better than explaining them to others. After a few minutes they could adjust their answer I they wanted.
- I wanted to arrange flexibility in level and interest but also in time and space. So we added online quizzes which students had to take before they came to class. In this way I could estimate their level and their compliance… Based on that quiz we made groups of students that took assignments on different levels. When you did not prepare and didn’t had any knowledge you start as a beginner. Students in this group had assignments on the level of understanding. They used the inclass time to watch the online lecture and make notes. The advanced group wanted to talk about the content on an applying level. And the masters were in to analyze, evaluate and create. Al the materials were available in de LMS that students could approach. And we tried to give them a choice in assignments so that it matches their interest.
- And last but not least there is teacher behavior. We wanted to be a guide on the side, instead of explaining the content. We wanted to be a coach that stimulates higher order thinking through questioning. Cause when you ask the right questions there arises room for giving learning enhancing feedback. It is feedback that is effective for learning.
- We followed the interventions with interviews, a survey, data analysis and a teacher log. And we found the following results.
- To the question: So at first we look at the study behavior
- The LMS generates data with which we can identify the number of times students access the LMS. Light blue is the old situation in 2014 and dark blue is the situation after the intervention. and as you can see there is an increased access to the LMS.
- When we look at the design characteristics, students tell us that they value the online lectures and online quizzes. And the students valued active and constructive learning assignments. Students are less interested in peer feedback. They still see the teacher as an expert and haven’t assigned that role to one another. Here you find a remark of one of the students.
- When students are prepared they value flexibility in assignments on advanced or mastery level in contrast to the students who are less prepared. They don’t see this as a stimulation. The teacher is satisfied with the different levels of interaction. She states that it creates time to coach and she can reach a deeper level of knowledge
- And when it comes to teacher behavior we see that all the students value a teacher who explains why she thinks something is wrong or wright. Students find this confirmation still important You can see that the prepared students also value a teacher that asks questions and gives feedback. But there were also students who literally asked the teacher to just tell….. And to the teacher that was a field of tension. Cause she wanted to fill the needs of their students. We went through some films the teacher recorded of herself. And we saw that the teacher was well aware of the role she wanted to take, but that it was also difficult for here to practice it
- From teacher perspective there is effort in student involvement and she states that she had a better understanding of the learning process of her students. The reactions from students differ. There are students who love it and others who think that this is not a way of learning for them.
- We found indications for the usefulness of the design characteristics. Except when it comes to teacher behavior. Students didn’t value the feedback of maybe they didn’t recognized it. Maybe it confirms that teacher behavior is hard to influence, even if you’re well aware and motivated. it takes time to change your behavior.
- Thank you for listening Are there any questions.
- Thank you for listening Are there any questions.