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Inclusive Teaching Application:
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Webcast:
Websites:
“Instructional Strategies: Flipped Classroom.” The University of Texas at Austin Faculty Innovation Center. Accessed February 26, 2019. https://facultyinnovate.utexas.edu/flipped-classroom.
“Flip Learning.” Flipped Learning Network. Accessed February 26, 2019. https://flippedlearning.org/.
“Flipped Classroom.” Edutopia: George Lucas Educational Foundation. Accessed February 26, 2019. https://www.edutopia.org/topic/flipped-classroom.
“Flipped Classroom.” Teachthought. Accessed February 26, 2019. https://www.teachthought.com/?s=flipped+classroom.
Books:
Hessler, Karen. Flipping the Nursing Classroom: Where Active Learning Meets Technology. Burlington, Massachusetts, Jones and Bartlett Learning, 2017.
Reidsema, Carl, Lydia Kavanagh, Roger Hadgraft, and Neville Smith, editors. The Flipped Classroom: Practice and Practices in Higher Education. Singapore: Springer, 2017.
Flipped Learning by
Flipped learning is an approach to the design and instruction of classes through which, with appropriate guidance, students gain their first exposure to new concepts and material prior to class, thus freeing up time duringclass for the activities where students typically need the most help, such as applications of the basic material and engaging in deeper discussions and creative work with it. While flipped learning has generated a great deal of excitement, given the evidence demonstrating its potential to transform students' learning, engagement and metacognitive skills, there has up to now been no comprehensive guide to using this teaching approach in higher education. Robert Talbert, who has close to a decade's experience using flipped learning for majors in his discipline, in general education courses, in large and small sections, as well as online courses - and is a frequent workshop presenter and speaker on the topic - offers faculty a practical, step-by-step, "how-to" to this powerful teaching method. He addresses readers who want to explore this approach to teaching, those who have recently embarked on it, as well as experienced practitioners, balancing an account of research on flipped learning and its theoretical bases, with course design concepts to guide them set up courses to use flipped learning effectively, tips and case studies of actual classes across various disciplines, and practical considerations such as obtaining buy-in from students, and getting students to do the pre-class activities. This book is for anyone seeking ways to get students to better learn the content of their course, take more responsibility for their work, become more self-regulated as learners, work harder and smarter during class time, and engage positively with course material. As a teaching method, flipped learning becomes demonstrably more powerful when adopted across departments. It is an idea that offers the promise of transforming teaching in higher education.
Flipped Learning by
Flipped classroom pioneers Jonathan Bergmann and Aaron Sams take their revolutionary educational philosophy to the next level in Flipped Learning. Building on the energy of the thousands of educators inspired by the influential book Flip Your Classroom, this installment is all about what happens next -- when a classroom is truly student-centered and teachers are free to engage with students on an individual level.
Flipped Learning by
Flipped learning is an approach to the design and instruction of classes through which, with appropriate guidance, students gain their first exposure to new concepts and material prior to class, thus freeing up time duringclass for the activities where students typically need the most help, such as applications of the basic material and engaging in deeper discussions and creative work with it. While flipped learning has generated a great deal of excitement, given the evidence demonstrating its potential to transform students' learning, engagement and metacognitive skills, there has up to now been no comprehensive guide to using this teaching approach in higher education. Robert Talbert, who has close to a decade's experience using flipped learning for majors in his discipline, in general education courses, in large and small sections, as well as online courses - and is a frequent workshop presenter and speaker on the topic - offers faculty a practical, step-by-step, "how-to" to this powerful teaching method. He addresses readers who want to explore this approach to teaching, those who have recently embarked on it, as well as experienced practitioners, balancing an account of research on flipped learning and its theoretical bases, with course design concepts to guide them set up courses to use flipped learning effectively, tips and case studies of actual classes across various disciplines, and practical considerations such as obtaining buy-in from students, and getting students to do the pre-class activities. This book is for anyone seeking ways to get students to better learn the content of their course, take more responsibility for their work, become more self-regulated as learners, work harder and smarter during class time, and engage positively with course material. As a teaching method, flipped learning becomes demonstrably more powerful when adopted across departments. It is an idea that offers the promise of transforming teaching in higher education.
Flipping the College Classroom by
Flipped instruction definitely has turned higher education on its head. The lectures that used to be the foundation of teaching have been pushed out of the classroom. In their place are activities designed to put the information from those lectures to work. What is driving this transformative shift is its promise. When done well, flipped instruction helps students process material in new ways. They do more than memorize and recall--they begin to understand, evaluate, and even create new knowledge. In other words, flipped instruction is catching on because it works. The challenge, of course, is getting it to work. Students have to be motivated to prepare for class and engaged when they arrive. Faculty members and instructors who no longer spend class time delivering information have to develop methods to facilitate learning. It is a vastly different learning environment for students and instructors alike. Fortunately, you do not have to figure it all out on your own. Some instructors have been employing and refining flipped instruction for some time now. They have determined what works--and what doesn't. Their best ideas are collected in a single resource: Flipping the College Classroom: Practical Advice from Faculty. This collection is a comprehensive guide to flipping no matter how much--or how little--experience you have with it. If you are just getting started, you will learn where and how to begin. If you have been at it for a while, you will find new ideas to try and solutions to common challenges. Flipping the College Classroom: Practical Advice from Faculty is an invaluable resource that covers all necessary territory, including how to: Plan flipped lessonsEngage students in flipped instruction and active learningMotivate unprepared studentsHold students accountable for pre-class workIncorporate moments of reflection into an active-learning classroomUse small-group work in flipped classroomsIntegrate moments of reflectionFlip courses regardless of the size of the classroomAccommodate introverted students who might be uncomfortable with the flipped modelAssess in a flipped environmentUse feedback to advance learningFlip online coursesBest use technology in flipped instruction This guide also bridges the active-learning gaps and covers topics frequently left out of flipping conversations. Some examples of these are: Dealing with student resistanceAccommodating students with disabilitiesFlipping instruction in diverse classroomsHandling the peer review process when flipping is not well established at your institution What's more, each chapter in this collection concludes with questions for reflection and discussion along with activities for applying what you have learned. Additional supplemental materials include lesson plan templates, grading rubrics, and sample assignments. Flipping the College Classroom: Practical Advice from Faculty is designed to be the definitive resource on flipped instruction. No matter how experienced or comfortable you are with flipping, this resource will help you accomplish more in your active-learning classroom. Bulk Purchases To purchase multiple print copies of this book, visit www.MagnaGroupBooks.com
Google Slides:
Karen Costa, “Trauma Aware Online Teaching,” OLC Ideate Google Slides presentation; April 2020; https://bit.ly/olctraumaslides.
Book(s):
Harriet L. Schwartz, Connected Teaching; Stylus: 2019
Connected Teaching by
At a time when many aspects of the faculty role are in question, Harriet Schwartz, the author of Connected Teaching, argues that the role of teachers is as important as ever and is evolving profoundly. She believes the relationships faculty have with individual students and with classes and cohorts are the essential driver of teaching and learning. This book explores teaching as a relational practice - a practice wherein connection and disconnection with students, power, identity, and emotion shape the teaching and learning endeavor. The author describes moments of energetic deep learning and what makes these powerful moments happen. She calls on readers to be open to and seek relationship, understand their own socio-cultural identity (and how this shapes internal experience and the ways in which they are met in the world), and vigilantly explore and recognize emotion in the teaching endeavor. Connected Teachingis informed and inspired by Relational Cultural Theory (RCT). The premise of RCT is that the experience of engaging in growth-fostering interactions and relationships is essential to human development. RCT's founding scholars believed the theory would be relevant in many different settings, but this is the first book to apply them to teaching and learning in higher education. In this book, the author shows that RCT has much to offer those devoted to student learning and development, providing a foundation from which to understand the transformative potential of teaching as a relational practice.
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Hybrid-Flexible Course Design by
Brian J. Beatty (ed.), Hybrid-Flexible Course Design, EdTech, 2019; https://edtechbooks.org/hyflex.
Why Do This?
Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth. “Active learning increases student performance in science, engineering, and mathematics.” PNAS 111.23 (2014), 8410-8415. https://doi.org/10.1073/pnas.1319030111.
Kelly A. Rocca. “Student Participation in the College Classroom: An Extended Multidisciplinary Literature Review.” Communication Education Vol. 59, issue 2 (2010), 185-215. https://doi.org/10.1080/03634520903505936.
Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel. Make it Stick (Belknap, 2014).
Norm Friesen. “A Brief History of the Lecture: A Multimedia Analysis.” MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung 24 (2014), 136-53. https://doi.org/10.21240/mpaed/24/2014.09.30.X
David Gooblar. “Is it Ever Okay to Lecture?” Chronicle of Higher Education (January 15, 2019). https://login.portal.oaklandcc.edu/login?url=https://www.chronicle.com/article/is-it-ever-ok-to-lecture.
How to Do This?
Jay Howard. “How to Hold a Better Discussion.” Chronicle of Higher Education Advice Guide (May 23, 2019). https://login.portal.oaklandcc.edu/login?url=https://www.chronicle.com/article/how-to-hold-a-better-class-discussion/.
James M. Lang. “Small Teaching: The First 5 Minutes of Class.” Chronicle of Higher Education (January 11, 2016). https://login.portal.oaklandcc.edu/login?url=https://www.chronicle.com/article/small-changes-in-teaching-the-first-5-minutes-of-class/.
----- “Small Teaching: The Last 5 Minutes of Class.” Chronicle of Higher Education (March 7, 2016). https://login.portal.oaklandcc.edu/login?url=https://www.chronicle.com/article/small-changes-in-teaching-the-last-5-minutes-of-class/.
Elizabeth F. Barkley and Claire H. Major. Interactive Lecturing: A Handbook for College Faculty. (Jossey-Bass, 2018).
What Makes it Hard to Do This?
Brene Brown. Daring Greatly (Avery, 2015).
Viji Sathy and Kelly A. Hogan. “How to Make Your Teaching More Inclusive.” Chronicle of Higher Education Advice Guide (July 19, 2019). https://login.portal.oaklandcc.edu/login?url=https://www.chronicle.com/article/how-to-make-your-teaching-more-inclusive/.
Noliwe M. Rooks. “Knowing When to Teach Current Events.” Chronicle of Higher Education (September 22, 2014). https://login.portal.oaklandcc.edu/login?url=https://www.chronicle.com/article/knowing-when-to-teach-current-events/.
Website(s):
"Faculty Focus." Magna Publications. Accessed September 28, 2020. https://www.facultyfocus.com/
Articles:
Books:
Helping Students Learn in a Learner-Centered Environment by
Before entering higher education, most students' learning experiences have been traditional and teacher-centered. Their teachers have typically controlled their learning, with students having had little say about what and how to learn. For many students, encountering a learner-centered environment will be new, possibly unsettling, and may even engender resistance and hostility. Taking as his starting point students' attitudes toward, and unfamiliarity with, learner-centered classrooms, Terry Doyle explains that motivating students to engage with this practice first of all requires explaining its underlying rationale, and then providing guidance on how to learn in this environment. This book is about how to help students acquire the new skills and knowledge they need to take on unfamiliar roles and responsibilities. It is informed by the author's extensive experience in managing learner-centered classes, and by his consultation work with faculty. The first four chapters focus on the importance of imparting to students the evidence and underlying philosophy that is driving higher education to move from a teacher-centered to a learner-centered practice, and what this means for students in terms of having control over, and making important choices about, their learning. The final eight chapters focus on how to impart the skills that students need to learn or hone if they are to be effective learners in an environment that is new to them. The book covers such practices as learning on one's own; creating meaningful learning when collaborating with others; peer teaching; making presentations; developing life long learning skills; self and peer evaluation; and give meaningful feedback. This book provides a rich and informative answer to the fundamental question: how do I help my students adjust to a learner-centered practice?
