Title
"Are You Sure You Really Want to Flip Your Classroom?: English 250 (British Literary Tradition I) Affirmations, Warnings, and Suggestions"
Session Type
Individual Paper/ Presentation (generally grouped with 2-3 others into a 75 minute session)
Topic
Technology and Teaching
Session Abstract
Many educators are experimenting with the flipped classroom experience today. At The University of Tennessee at Martin, with the help of the EdX Corporation and a University of Tennessee grant, I participated in a flipped classroom experience involving English 250 (British Literary Tradition I) during fall semesters 2014 and 2015. I also taught the same course in a traditional setting during the same semesters. Comparisons can be made between my preparation before and during the course, students’ in-class performance, students’ formal assessment results, and a survey of their experience. Traditionally, researchers write about the experience resulting in improved performance and retention of materials, and the results for this experience show those aspects.
In addition, I will focus on the environmental changes that I had to make in teaching in both settings. In the flipped classroom experience, students watched one to two 8 to 12 minute lectures and completed quizzes on that experience before coming to class. The in-class activities involved more in-depth examination of texts that were often facilitated by deeper questions from students—questions they were asked to bring from listening to the online lectures. I will share not only my experience, challenges, and rewards as well as their responses.
Having now finished the two-year pilot project, I believe I have a sense of the challenges, rewards, introspection, and future planning that this project has provided.
Keywords
Flipped Classroom, Technology, Higher Order Thinking, Challenges in Instrruction
Location
DiGiorgio Campus Center 221
Start Date
6-2-2016 1:30 PM
"Are You Sure You Really Want to Flip Your Classroom?: English 250 (British Literary Tradition I) Affirmations, Warnings, and Suggestions"
DiGiorgio Campus Center 221
Many educators are experimenting with the flipped classroom experience today. At The University of Tennessee at Martin, with the help of the EdX Corporation and a University of Tennessee grant, I participated in a flipped classroom experience involving English 250 (British Literary Tradition I) during fall semesters 2014 and 2015. I also taught the same course in a traditional setting during the same semesters. Comparisons can be made between my preparation before and during the course, students’ in-class performance, students’ formal assessment results, and a survey of their experience. Traditionally, researchers write about the experience resulting in improved performance and retention of materials, and the results for this experience show those aspects.
In addition, I will focus on the environmental changes that I had to make in teaching in both settings. In the flipped classroom experience, students watched one to two 8 to 12 minute lectures and completed quizzes on that experience before coming to class. The in-class activities involved more in-depth examination of texts that were often facilitated by deeper questions from students—questions they were asked to bring from listening to the online lectures. I will share not only my experience, challenges, and rewards as well as their responses.
Having now finished the two-year pilot project, I believe I have a sense of the challenges, rewards, introspection, and future planning that this project has provided.
