Dr Paula Hodgson, Senior Education Development Officer, City University of Hong Kong
[email protected] Dr Diane Hui, Assistant Professor, Lingnan University
[email protected]
Pre-class task Students not doing reading
In-class Students not responding to teacher’s questions well Students doing assignments [of other courses
particularly close to the end of a semester]
5%
10%
15%
3
Bonwell and Eison (1991) found that “student talk” categorized only 5% of class time across all disciplines. What? Oops!
4
What is it? [flipped classroom, inverted classroom, flip teaching, flipped teaching]
Source of image: http://andrewdouch.files.wordpress.com/2012/03/flipping3 .png?w=640&h=172
‘The term "flipping" comes from the idea of swapping homework for class work. Students typically are assigned the video-watching for homework, freeing up class time that used to be spent listening to lectures for hands-on activities and application of knowledge, which used to serve as homework.’
Education week ‘Educators evaluate flipped classroom’
Maureen J. Lage; Glenn J. Platt; Michael Treglia at Miami University in 2000 Wes Baker at Cedarville College in 2000
Jonathan Bergmann & Aaron Sams created videos of the lectures in Chemistry and Advanced Placement Chemistry classes in 2007 Before class Students are required to take notes on the videos and come to class with one thoughtful question to share
Watching video [5-10 min long] ▪ Building foundational knowledge ▪ Exploring conceptions [induced curiosity in learning] A variety of resources, worksheet, textbook
excerpts
(Ash, 2012) Reference source: http://216.78.200.159/Documents/RandD/Education%20Week/Flipped%20Classrooms.pdf
Flipping the classroom – simply speaking [3.24 min] Source: http://www.youtube.com/watch?v=26pxh_qMppE
How does ‘Flipped classroom’ relate to Discovery-enriched curriculum?
Generating questions Doing quiz [check understanding]
Discoveryenriched
Going through a period of exploration, ‘guided’ inquirybased learning before attending the class
How do we engage students in the contact hour? Source of image: http://gettingsmart.com/2013/03/7-essential-toolsfor-a-flipped-classroom/
Scientific teaching for the discovery-enriched curriculum [Dr. VELLAISAMY Arul Lenus Roy] from Department of Physics and Materials Science, CityU Discovery-enriched science teaching: grouppresentations in lectures, inquiry-based laboratories, and interactive class room activities Using Echo360 to capture her teaching [Prof. Jane Prophet, School of Creative Media, CityU] Having many hands-on activities in the classroom
Writing Activity (Varieties of English: Email) The value of setting up a social media presence, crisis communications (2.48) http://www.youtube.com/watch?v=lFN1Q0kxxDc (Ss to use mobile learning devices to scan)
You are the marketing manager of a language centre. Your boss asked you to attend a discussion with a group of professionals discussing the value of setting up a social media presence before a crisis affects a company or organization. Using an iPad, write an email (100-120 words) to summarize what you have learned from the discussion about the importance of social media, its potential as a marketing strategy and important things to consider To be sent to your boss (more formal) To be sent to your team mate(s) (less formal)
Writing Activity (Varieties of English: Email) Students’ Performance (Individual Presentation): Video 1 (1.26) http://youtu.be/2eJ8kBOldA0 Video 2 (0.50) http://youtu.be/qrwPd8zm3kM Collective Reflections: Video 3 (5.47) http://youtu.be/sLH2FECm0jI Video 4 (5.07) http://youtu.be/bpaqRiv3EVM Co-constructing Collective Notes
Jig-Saw: The Mistake Game (Oral debating skills) In groups of 4, listen to the audio and identify mistakes. You will gain 1 point for every correct mistake challenged, but lose 1 point for a wrong challenge. (Ss to use mobile learning devices to scan) A. C. http://youtu.be/bTruk8jGHKo
http://youtu.be/TnrrQZ7pvrw
B. D. http://youtu.be/MB8oS9ZDW38
http://youtu.be/0Sop01CWFo8
In final tests and exams …. Involving innovative topics:
New apps, e.g., “Summly” 3-D printing Cloning genes
Engaging active student learning of new knowledge in the process of being assessed (Assessment for Learning)
Discoveryenriched
Clarifying muddy concepts Bringing questions with time index of the video
Student-generated questions [Exploring problems with differentiated difficulties] Problem solving in groups Problem-solving strategies [metacognition]
Discoveryenriched
Learning in actions Applying theories/principles in cases/scenarios, including brainstorming ideas, evaluating ideas, designing potential solutions
Technique
▪ ▪
Think-pair-share Teaching peers with jigsaw
Discoveryenriched
Preparing short [3~5 minutes] videos Orienting student expectations; encouraging their own discovery Providing recognition of active participation Encouraging students to reflect / think how best they learn and be aware of learning progress
Fewer/No lectures [Standford University; University of WisconsinMadison Replacing lectures with more laboratory work [Penn State University]
What? Oops!
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Contacts
Dr Paula Hodgson, Senior Education Development Officer, City University of Hong Kong
[email protected]
Q&A
Dr Diane Hui, Assistant Professor, Lingnan University
[email protected]
THANK YOU
