- Amanda Silliman, English (LA)
- Christine Walters, Religion (A&H)
- Eric Pang, Automotive (PAT)
- Jeremiah Boydstun, English (LA)
- Kazuko Nakamitsu, Japanese (LA)
- Michele Mahi, Speech (LA)
- Naiad Wong, History (A&H)
We also wanted to take this opportunity to share some highlights from the workshop. We realize that as you reflect on your course experience this semester and prepare for the coming spring semester you might be intrigued by the idea of flipping an activity or two in your classroom.
“Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network).
Benefits of flipping the classroom:
- To increase student understanding of the content prior to coming to class so that class time can be better utilized for interacting and connecting with each other, practicing, and applying knowledge and skills for deeper and more meaningful learning.
- To allow students to take ownership of their learning and become self-directed learners.
- To differentiate instruction because students learn at different paces and in different ways.
- To increase student support in class. Instructors can provide one-on-one help to students. Students can help one another.
- To create a dynamic, engaging, and interactive learning environment.
- To allow more “real world” learning experiences.
- What is the flipped classroom and flipped learning?
- How to create a flipped classroom
- Curate or create content?
We designed and facilitated the workshop series like a flipped classroom, utilizing and modeling best practices, strategies, and a variety of methods and activities, to give our participants (and ourselves) an authentic flipped learning experience. We also had two weeks of (optional) hands-on workshops specifically for how to use several tools for flipped learning, such as Educanon and Google Forms/Sheets with Flubaroo, to help participants curate and create materials for their flipped lessons and activities.
Participants engaged in their learning before coming to class, and class time was used for applying learning through interactive group activities, discussions, sharing, and giving each other feedback, to ultimately create their own flipped learning lessons and activities. We as facilitators, did our best to provide not only learning materials, but a learning experience for our participants as we guided/supported them through the process. We’ve found that the best learning happened through the experience we had together. Also, it was exciting to see the participants (who teach different subjects), connect with each other and help each other. As one participant said, “I benefited from networking with other faculty on campus and the assistance I received with technology from Rachael and Brent.”
Another participant shared, “I’m going to completely revamp my courses thanks to this eight-week workshop, and I know that with the knowledge and tools made available to me that I will benefit greatly as an instructor and my students will be more engaged and invested in their learning. I’m excited to begin this new chapter of teaching.” We look forward to seeing what our participants have created for their classes and to share what they’ve created and implemented in a future blog post.
Rachael & Brent