Assessment of Flipped Learning Chef Dave McCue Betsy Carroll ANNY Conference – May 1, 2015 Basics of Flipped Learning What’s it all about? • Work that is lower on Bloom’s taxonomy is completed outside class. • Work that is higher on Bloom’s taxonomy is completed in class. 2 Basics of Flipped Learning Why? • With basics covered out of class, in-class time becomes more valuable. • In-class work now engages students in higher learning. 3 Basics of Flipped Learning Providing a balance in the learning process: Engineering learning to keep out-of-class lessons pertinent Covering complex material in class to improve outcomes 4 Basics of Flipped Learning Creating Evaluating Analyzing Applying Understanding Remembering With more demanding work completed outside of class. Typically, course work would serve as a venue for fundamentals 5 Basics of Flipped Learning Creating Evaluating Analyzing Applying Understanding Remembering And in-class guidance as students flex their creative mussels Flipping allows out of class work to cover the basics…. 6 Basics of Flipped Learning Creating Evaluating Analyzing Applying Understanding Remembering And in-class guidance as students flex their creative mussels MUSCLES Flipping allows out of class work to cover the basics…. 7 Basics of Flipped Learning • Classroom is now the venue for higher level learning. • Increasing quality of guidance during critical times (higher level tasks) 8 Basics of Flipped Learning The flipped learning environment makes it possible for students to….. 9 Basics of Flipped Learning …be CREATIVE… 10 Basics of Flipped Learning …do a little more… 11 Basics of Flipped Learning …reach higher. 12 Culinary Institute of America • Medium-sized private college • More Associate Degree students (about ¾) and fewer Bachelor’s Degree students (about ¼) • Very niche focus – Two Associates majors and three Bachelor’s majors • Primarily hands-on curriculum – Few “traditional” lecture courses 13 Flipped Learning at CIA • Arose from necessity: fits with our curriculum – “Lab” classes are inherently hands-on • Extended to many lecture style classes • Fits with our students – Visual & experiential learners, creative, high energy • Fits with the learning environment – Lots of teamwork; students depend on each other – Odd hours/long hours in class 14 Assessing the Flip WHY is flipped learning the right choice for a class? Best practice: • Be explicit about what is being flipped and why Assessing: • Start with clearly defined learning outcomes • More meaningful assessment – better in class options for assessment 15 Assessing the Flip Faculty members should play to their strengths Best practice: • Faculty members often try new and innovative pedagogies Assessing: • Identify if a measure is new or innovative • Adjust action steps accordingly • If supported, great for faculty buy-in to assessment 16 Assessing the Flip Make sure fundamentals (lower level) are as strong as higher level activities Best practice: • Mix it up when designing fundamental materials Assessing: • For each measure identify the challenge or Bloom’s level for students • Gather evidence at multiple levels to compare 17 Assessing the Flip Create continuity between in-class and out-of-class materials or activities Best practice: • Show how out of class are building blocks of in class • Preview out of class for students before they leave class Assessing: • Be sure to include measures from in and out of class (compare) • Be sure the quality of both types of measures is high 18 Assessing the Flip How does an instructor know when flipped techniques are working? Make comparisons. Best practice: • Measure learning at multiple Bloom’s levels throughout term (early in semester vs later in semester) • Compare to other sections or other semesters Assessing: • Coordinate with other instructors • Inconsistent results lead to positive change 19 Questions? Comments? Thank you!! 20