Workshops
All workshops are on the second floor of the Shanahan Center for Teaching and Learning.
Monday Slot A = 10:30am-noon
Monday Slot B = 1:30-3pm
Tuesday Slot C = 10-11:30am
Tuesday Slot D = 12:30-2pm
Workshop 1 (Video, Slides, Handout)
To Flip? Or Not to Flip? Or Something in Between?
Fred Feldon
Professor of Mathematics, Coastline Community College
Shanahan 2454 (Monday Slots A and B)
When you decide to flip a class there are many decisions to make. This workshop will focus on that decision-making process for a particular course that you have in mind. We'll discuss issues such as: How much work is flipping and how much time does it take? Do you have to make videos? Can you still give lectures? Do you have to invert an entire class or can you just flip one lesson at a time? How do you prepare students to learn on their own or in groups? What structures can you put in place to make the flipped classroom work for you and your students? The goal will be for you to leave the workshop with a clearer sense of how you might answer these questions for your course.
Workshop 2 (Video, Slides, Handouts)
Evaluating the Inverted Classroom Model
Nancy Hankel & Rebecca Eddy
Cobblestone Applied Research & Evaluation, Inc.
Shanahan 2460 (Monday Slot A and Tuesday Slot C)
When implementing an inverted or “flipped” classroom model, it is essential to evaluate the effectiveness of the model for student learning and other key outcomes. Using a combination of short lectures, interactive activities and discussions, the workshop will help participants map out an initial plan for evaluating an inverted classroom intervention. The workshop will review key terms and concepts in educational evaluation; provide instruction on the development of a logic model to articulate program activities that link to key outputs and outcomes; identify essential methods and measures to include in the evaluation; and integrate other issues relevant to evaluation, such as involvement of stakeholders.
Workshop 3 (Video, Slides)
Pairing Technology with Pedagogy: A Beginners Approach to Flipping
Amber T. Muenzenberger
Director for Remote Learning and Outreach Education, Texas A&M University
Shanahan 2450 (Monday Slot A)
Flipping a class is not about the technology, it is about utilizing appropriate tools to achieve your course learning outcomes and objectives, while creating an active/collaborative learning environment for your students. Often these tools are online and in-class technologies that can assist you in the creation of a meaningful educational experience for your students. This workshop will present various tools and approaches that can be used both in- and out-of-class to effectively to flip your course. We will explore both free and licensed softwares. At the end of the workshop, participants should leave with a plan that highlights the kinds of course content that best lends itself to flipping and the tools that will help you accomplish the task.
Workshop 4 (Video, Slides)
Taking your Flipped/Inverted Course to the Next Level: A Guide to Taking a Flipped Class to the Next Level
Amber T. Muenzenberger
Director for Remote Learning and Outreach Education, Texas A&M University
Shanahan 2450 (Tuesday Slot D)
To take your flipped course to the next level, effective technology use and implementation, can have an impact both online and in the classroom. Often this technology implementation will produce analytics to guide your active/collaborative class and instruction. The focus of this workshop is to assess technologies and the analytics that can assist with more effective use of online and classroom instruction. At the end of the workshop, participants should be able to assess their current flipped course to determine how they could incorporate analytics to elevate their flipped course.
Workshop 5 (Video)
Ensuring Student Engagement in a Flipped Classroom Using Team Based Learning
Jennifer Mott Peuker
Mechanical Engineering, Cal Poly San Luis Obispo
Shanahan 2454 (Tuesday Slots C and D)
Do you want to use classroom time effectively? Want student engagement in the classroom? Need to teach “soft skills” without cutting content? Team Based Learning (TBL) is not your typical teamwork experience. TBL uses the flipped classroom model to first prepare students for in-class activities. Then, by using a proven sequence of in-class activities, students solve problems and use the pre-assignment knowledge to go deeper into analysis. Students practice not only team working and problem solving skills, but also critical thinking and communication skills when they report and defend their answers to the entire class.
The advantages of using TBL in the classroom include: (1) students are held accountable for individual (pre-class) and group (in-class) work. (2) The responsibility for learning shifts from the instructor to the students, promoting lifelong learning skills. (3) The majority of class time is used for team assignments that use the course content applied to large difficult problems. (4) The students are actively engaged during class time.
Workshop 6 (Video)
Can a Flipped Classroom Increase Student Motivation?
Stephanie Velegol
Environmental Engineering, Penn State University
Shanahan 2460 (Monday Slot B)
Research has shown that students feel motivated to learn when they feel that they can do well in the class and have high self-efficacy, see value in the course material, and feel supported by the instructor. In this workshop we will discuss ways that the classroom flip can improve all three pillars of student motivation. I will share our work showing that a classroom flip will improve classroom climate, particularly in terms of individualization of learning. In addition you will have an opportunity to brainstorm ways you can use in-class exercises to bring value into the classroom and improve the self-efficacy of the students. Finally we will discuss how you can assess the increase in student motivation in your course. By the end of this workshop you will have a plan to both increase student motivation to learn and assess that change in a flipped course.
Workshop 7 (Video)
Evidenced-Based Suggestions for Flipping Your Classroom
Stephanie Velegol
Environmental Engineering, Penn State University
Shanahan 2460 (Tuesday Slot D)
The classroom flip has gained much attention in recently years as a way to engage students in the classroom while they obtain technical information outside of the classroom. Many faculty may be hesitant to try the classroom flip because it may take too much time, leads to student resistance or lowers learning gains. In this workshop I will discuss evidence-based suggestions for flipping your classroom that will avoid these stumbling blocks based on 5 years of flipping my class. The suggestions include how to best use class time to engage students, how to use both formative and summative assessments, how to create out of class technical material and how to ensure that students are prepared when they arrive in class. You will have a chance to apply these suggestions and create your own plan for flipping your course.
Workshop 8 (Video, Slides, Board Notes)
Practical Strategies for Implementing Group Work Well
Darryl Yong
Mathematics, Harvey Mudd College
Shanahan 2450 (Monday Slot B and Tuesday Slot C)
So you've flipped your class, and now you have more time for group work in your class. What are some of the positive and negative effects of group work, and how can we mitigate the negative ones? What are effective strategies for planning, implementing, and assessing group work? How do we deal with issues that arise when students are working in groups? We'll discuss these things, and more, including Maslow's Hierarchy of Needs, group-worthy tasks, status, and exploratory talk.
The Growth Mindset and the Flipped Class
Adrienne Williams
Biology, Director of Digital Teaching and Learning, UC Irvine
Shanahan 2475 (Monday Slot B)
The "growth mindset" research by Carol Dweck is a hot topic right now. We'll talk a bit about what the research has actually shown, and then discuss how students can act in "fixed" ways in the classroom and how to encourage better learning strategies with the time you've created in your flipped class. This will be a discussion, not a presentation, so bring your good ideas and frustrations with you. Facilitator examples will be from introductory biology for majors.
Flipping the Large Lecture
Adrienne Williams
Biology, Director of Digital Teaching and Learning, UC Irvine
Shanahan 2475 (Tuesday Slot D)
Very large lectures present additional challenges for flipped classes. Join us for a discussion-oriented workshop on the following topics: how to structure the course to reduce student confusion, successful assignments for pre-class work, convincing the students you can't reach to do the activities, using TAs and undergraduate assistants effectively, and writing higher-level Bloom's multiple-choice test questions. The facilitator examples will be from introductory biology for majors, but all disciplines are welcome.
Workshop 11 (Video, Slides, Handout)
Flipped Course Design: Starting Small
Jessica Greene & Ashley Sanders
Claremont Colleges Library, Claremont University Consortium
Shanahan 2475 (Monday Slot A and Tuesday C)
A Flipped Classroom or Inverted Learning is generally described as students doing classwork at home and homework in class, but is it that simple? Placing responsibility for learning on students, while incorporating a variety of teaching styles and active learning experiences in class is what distinguishes a flipped classroom. Students are asked to learn content on their own and attend class prepared to engage in learning activities. Preparatory assignments are not new to the college course, nor are the teaching methodologies incorporated in flipped classrooms. This interactive workshop will guide participants through the best practices for designing a flipped course, encourage participants to use what's already in their wheelhouse, and think about ways to start small! A syllabus template and note sheets for use throughout the conference will be provided to participants.