{"id":845,"date":"2014-08-06T12:02:31","date_gmt":"2014-08-06T16:02:31","guid":{"rendered":"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/?p=845"},"modified":"2014-08-08T13:58:56","modified_gmt":"2014-08-08T17:58:56","slug":"summer-reading-crash-course-on-flipped-classrooms","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/08\/06\/summer-reading-crash-course-on-flipped-classrooms\/","title":{"rendered":"Summer Reading: Crash Course on Flipped Classrooms"},"content":{"rendered":"

Biologists at the University of Washington recently released the findings of a meta-analysis on active learning in STEM<\/a> (science, technology, engineering, and mathematics) classes: students in lecture classes, across every discipline, are 1.5 times more likely to fail than students in active learning classes, involving discussion and in-class activities.<\/p>\n

Similar results, albeit on a smaller scale, have been documented for legal education (see, for example, St. Thomas University<\/a>). Law schools are experimenting with flipped classrooms: creating online video lectures for students to watch at home and filling class time with interactive, experiential activities. Last week we shared Aaron Dewald\u2019s top five tips for creating online videos<\/a>. For those considering or planning to flip a course, we rounded up the web\u2019s best lessons about flipped classrooms. While most are not specific legal education, we feel that the lessons learned can be transferred:<\/p>\n

Believe It<\/strong><\/p>\n

If you\u2019re not sold on the concept, math professor Robert Talbert counters miscellaneous \u201cflipped learning skepticism\u201d: can flipped classrooms work if students lack access to technology or educators lack technological skill?<\/a>; is flipped learning just self-teaching?<\/a>; can students really learn on their own?<\/a>; and do students want lectures?<\/a> Likewise, TeachThought\u2019s \u201c10 Common Misconceptions about the Flipped Classroom<\/a>\u201d shatters the stereotype of STEM teachers creating their own \u201ctalking-head\u201d videos because it\u2019s trendy.<\/p>\n

\"Eric<\/a>

Eric Mazur<\/p><\/div>\n

In \u201cConfessions of a Converted Lecturer,\u201d Harvard physics professor Eric Mazur gives a humorous and insightful presentation<\/a> on his own misconceptions about lecturing and his classroom experience that changed his mind about the value of interactive activities. Mazur developed an early form of active learning known as peer instruction<\/em> (see page 8<\/a>) when he realized the shortcomings of the lecture format.<\/p>\n

Study It<\/strong><\/p>\n

Recommended by Aaron Dewald, the flipped-classroom guru featured in last week\u2019s post, Richard Meyer\u2019s Multimedia Learning<\/em> presents 12 principles of learning, abridged here,<\/a> that can guide educators to craft effective videos. For instance, did you know that \u201cpeople learn better [from multimedia presentations] when cues\u2026 highlight the organization of the essential material\u201d? \u00a0To create online videos that meet a foundational level of learning, such as remembering and understanding, Dewald also consults \u201cBloom\u2019s taxonomy<\/a>,\u201d which classifies learning into different cognitive processes.<\/p>\n

\"7095644699_bf3dcfc0ea_z\"<\/a>

Bloom’s taxonomy<\/p><\/div>\n

Rethink It<\/strong><\/p>\n

It seems that nearly every professor who has flipped a classroom has shared a cautionary tale on the web; thanks to them, nascent flippers can avoid the oversights that cause flipped classrooms to fail. Reflecting on their own first flips, Robert Talbert<\/a> has a better appreciation of time management, communication, \u201cmarketing\u201d the teaching method to students, while French teacher April Lynn Burton<\/a> learned to establish buy-in, emphasize active listening, and keep herself present in the virtual classroom.<\/p>\n

Design It<\/strong><\/p>\n

Kelly Walsh of EmergingEdTech.com has published Flipped Classroom Workshop-in-a-Book,<\/em> a teacher\u2019s guide, complete with exercises, that walks educators through the flipping process (see the Table of Contents here<\/a>). On his blog, Walsh explains how to repurpose for flipped classrooms some tech tools you use in other settings<\/a>, find a screencasting<\/a> tool that fits, and borrow existing educational content<\/a> for your own class.<\/p>\n

Similarly, the University of Central Florida has a soup-to-nuts Blended Learning Toolkit<\/a>, a website full of information on process and effective practices, model courses, evaluation resources, and more.<\/p>\n

Lest we forget, flipped classrooms aren\u2019t just about the online videos. Classroom time needs to be designed thoughtfully to dovetail with online videos and develop the faculties higher up in Bloom\u2019s taxonomy, such as applying, analyzing, evaluating, and creating. Ann Herrmann-Nehdi, a trainer and consultant in Whole Brain Thinking and Learning, explains how to cater to different types of learners, designing a course with a variety of interactive exercises<\/a>.<\/p>\n

Case studies and role plays make a great in-class addition to any flipped course. Want your students to debate the merits of online education? We have a FREE case study for that: <\/em>MOOCs and Consequences for the Future of Education<\/a>. Looking for negotiation videos that students can watch outside of class?<\/em> Consider putting<\/em> Critical Decisions in Negotiation 3-DVD Set<\/a> on reserve at your institution.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Biologists at the University of Washington recently released the findings of a meta-analysis on active learning in STEM (science, technology, engineering, and mathematics) classes: students in lecture classes, across every discipline, are 1.5 times more likely to fail than students … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":5482,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[88580,88574],"tags":[],"class_list":["post-845","post","type-post","status-publish","format-standard","hentry","category-case-study-program-blog-posts","category-legal-news-and-debate"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4CR8M-dD","jetpack-related-posts":[{"id":632,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/10\/17\/the-1l-as-lawyer-spotlight-on-university-of-denver-sturm-college-of-law\/","url_meta":{"origin":845,"position":0},"title":"The 1L as Lawyer: Spotlight on University of Denver, Sturm College of Law","author":"Elizabeth Moroney","date":"October 17, 2013","format":false,"excerpt":"In the first-year Lawyering Process Program at the University of Denver Sturm College of Law, students are encouraged to \u201clean forward\u201d while learning and jump into their identities as lawyers. Beginning in the early 1990s as a basic legal research class taught by adjunct professors, the Program has evolved into\u2026","rel":"","context":"In "Legal News and Debate"","block_context":{"text":"Legal News and Debate","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/legal-news-and-debate\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":1011,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2015\/08\/11\/improving-first-year-doctrinal-classes\/","url_meta":{"origin":845,"position":1},"title":"Improving First-Year Doctrinal Classes","author":"Elizabeth Moroney","date":"August 11, 2015","format":false,"excerpt":"by E. Scott Fruehwald, Contributing Editor at Legal Skills Prof Blog While legal scholars have written a great deal on improving legal education by adding experiential classes to the second and third years of law school, it is equally as important that law professors make changes in how they teach\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":839,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/07\/30\/aaron-dewalds-top-five-tips-for-flipping-classrooms\/","url_meta":{"origin":845,"position":2},"title":"Aaron Dewald\u2019s Top Five Tips for Flipping Classrooms","author":"Elizabeth Moroney","date":"July 30, 2014","format":false,"excerpt":"Lessons from CALIcon14 @ HLS Aaron Dewald has online modules for law school down to a science\u2014literally. Dewald is the Associate Director of the Center for Innovation and Legal Education at the University of Utah\u2019s S.J. Quinney College of Law. He works on TheFirstYear Project, an effort to develop online\u2026","rel":"","context":"In "Legal News and Debate"","block_context":{"text":"Legal News and Debate","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/legal-news-and-debate\/"},"img":{"alt_text":"images","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2014\/07\/images.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":1099,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2016\/04\/05\/the-classroom-experience-prosecutorial-discretion-in-charging-and-plea-bargaining-the-aaron-swartz-case-a-and-the-battle-for-unocal-case-studies\/","url_meta":{"origin":845,"position":3},"title":"The Classroom Experience: Prosecutorial Discretion in Charging and Plea Bargaining: The Aaron Swartz Case (A) and The Battle for Unocal Case Studies","author":"Alec Villalpando","date":"April 5, 2016","format":false,"excerpt":"Post by Logan Sawyer, Visiting Associate Professor of Law, Harvard Law School \u201cThat class was awesome,\u201d and \u201cYou should definitely do that again next year,\u201d were the first things I heard from students after the two case studies I taught in two different classes, at two different institutions.\u00a0The classes were\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2016\/03\/Singer-4-1024x681.jpg?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2016\/03\/Singer-4-1024x681.jpg?resize=350%2C200 1x, https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2016\/03\/Singer-4-1024x681.jpg?resize=525%2C300 1.5x"},"classes":[]},{"id":750,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/04\/15\/law-professors-still-stuck-in-the-same-old-classroom\/","url_meta":{"origin":845,"position":4},"title":"Law Professors: Still Stuck in the Same Old Classroom?","author":"Lisa Brem","date":"April 15, 2014","format":false,"excerpt":"Last summer and fall, the Case Studies Program at Harvard Law School set out to learn more about what kinds of teaching methods and materials law school professors used. We sent out surveys to approximately 1,000 faculty and deans at law schools throughout the country and received about 290 responses.\u2026","rel":"","context":"In "Case Study Program Blog Posts"","block_context":{"text":"Case Study Program Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-study-program-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2014\/04\/methods.png?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2014\/04\/methods.png?resize=350%2C200 1x, https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2014\/04\/methods.png?resize=525%2C300 1.5x, https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2014\/04\/methods.png?resize=700%2C400 2x, https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2014\/04\/methods.png?resize=1050%2C600 3x"},"classes":[]},{"id":983,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2015\/06\/16\/is-your-case-teaching-learner-centered-its-harder-than-you-think\/","url_meta":{"origin":845,"position":5},"title":"Is Your Case Teaching Learner-Centered? It’s Harder Than You Think","author":"Amanda Reilly","date":"June 16, 2015","format":false,"excerpt":"By Amanda Reilly \u00a0 It might seem self-evident that teaching is learner-centered, but the traditional lecture and rote memorization model actually doesn\u2019t put students first.\u00a0 To address this issue, Dr. Maryellen Weimer wrote Learner-Centered Teaching: Five Key Changes to Practice. 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