Basics of Flipped Learning - Assessment Network of New York

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.
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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.
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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
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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
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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….
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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….
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Basics of Flipped Learning
• Classroom is now
the venue for higher
level learning.
• Increasing quality of
guidance during
critical times (higher
level tasks)
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Basics of Flipped Learning
The flipped learning
environment makes it possible
for students to…..
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Basics of Flipped Learning
…be CREATIVE…
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Basics of Flipped Learning
…do a little more…
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Basics of Flipped Learning
…reach higher.
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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
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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
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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
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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
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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
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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
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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
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Questions? Comments?
Thank you!!
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