Join the University Teaching and Learning Center for a talk and workshop by Robert Talbert, Associate Professor of Mathematics at Grand Valley State University and an expert on flipped learning. In a 30-minute talk, Dr. Talbert will examine principles of flipped learning design with practical examples from the STEM disciplines, paving the way for participants to create a flipped learning environment themselves. Immediately following the talk, Dr. Talbert will conduct a 2-hour workshop in which participants will work on their own courses to create a detailed outline of a "flipped" version of a single 50-minute lesson. GW faculty can reserve their place for this free learning opportunity at go.gwu.edu/flippedlearning.
About Robert Talbert
Robert Talbert is an Associate Professor in the Mathematics Department at Grand Valley State University in Allendale, Michigan. He holds a B.S. degree in Mathematics from Tennessee Technological University and M.S. and Ph.D. degrees in Mathematics from Vanderbilt University. Prior to joining GVSU in 2011, he served on the faculty at Bethel College and Franklin College, both small liberal arts colleges in Indiana.
Robert is an early adopter, proponent, and thought leader on flipped learning in higher education. He has developed and taught flipped learning implementations of ten different university mathematics and computer science courses, authored or co-authored several articles and book chapters on flipped learning, and given workshops and presentations on flipped learning to audiences in colleges across the US as well as Canada, France, Jamaica, Spain, and the United Kingdom. Robert is the author of Flipped Learning: A Guide for Higher Education Faculty published in 2017 by Stylus Publications. Additionally, he writes on flipped learning and other education topics at his website and on Twitter (@RobertTalbert).
Meet and greet in the Faculty Lounge
Talk: Flipped learning: A trusted platform for active learning
Through decades of research and practical experience, instructors in higher education have come to understand that students learn best when they are actively involved in the construction of their knowledge. However, systematic implementations of active learning that benefit all students (not just the most extroverted or privileged ones) and provide lasting effects have proven elusive -- until recently. In this talk, we'll explore the concept of flipped learning, an approach to pedagogy in which students' initial contact with new material happens before class through systematic engagement with concepts, thereby freeing up class time for active engagement with more complex ideas. Flipped learning leverages the most recent developments in teaching, learning, and technology to leverage the best aspects of higher education from centuries past, creating an ideal platform for active learning and student success. We will examine principles of flipped learning design and a practical example from the STEM disciplines, paving the way for participants to create a flipped learning environment themselves.
(Re)Designing Class for Flipped Learning Experiences
Flipped learning is a relatively simple idea in principle, but implementing it in practice can be tricky. In this workshop, we begin the process of creating a flipped learning environment with the smallest possible step: Participants will bring in a course they teach, and a single 50-minute lesson within that course, and we will work in small teams to create a detailed outline of a "flipped" version of that lesson. Participants will leave with a:
- Set of learning objectives for their lesson and separate these into Basic and Advanced learning objectives.
- Outline of a pre-class assignment -- objectives, resources, exercises, and assessment -- to give students effective independent instruction on the basic concepts of the lesson.
- Outline of an in-class activity that leverages student learning in the pre-class assignment to get them actively engaged with the most important, complex concepts of the lesson.
- Outline of post-class activities that will further strengthen student understanding of the lesson and lead eventually to mastery.
- Perspectives on thorny questions about flipped learning environments such as getting students to complete pre-class activities correctly, dealing with varying levels of preparation, getting buy-in from students and others, and finding time to make flipped learning a sustainable practice.
- Working model for how to create a flipped learning environment for a course, and this will serve as a launch point for a full-scale "flipping" of a class.
Sneak preview of STEMworks, GW's new one-stop shop for assistance with quantitative and spatial reasoning.