Get Students Involved: Flip the Classroom to Teach Microsoft Office

Teri Donat, MA. Ed.

• Master of Arts in Education, Instructional Technology

• Part-time Faculty• Workshop Trainer• 2007 Award “Excellence for Teaching”

Chabot-Las Positas College, Contract Education

My Journey

From Pioneer to Facilitator• Became “Queen” of Lotus 1-2-3

& Microsoft Expert • Used problem solving skills to create custom

solutions• Catered to changing student needs

Instructor’s Role

A Facilitator “one that facilitates; especially :  one that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision” – Merriam/Webster dictionary

“My goal is to facilitate your learning [whatever the subject].“

Why Flip the Classroom?

21st Century Students• Were rewarded for participation, not effort• Raised with short snippets of information• Parental support• Technology dependent, but not

necessarily technology savvy• Prefer to “Google it” instead

of going to the library

Why Flip the Classroom?

Workplace Demands• Different software versions are used• Employees are expected to already know

software programs

What is Flip the Classroom?

• Teach concepts with problem-solving classroom and homework activities

• Online learning materials– video lectures – interactive learning activities

Changes in Technology

Verbal Learning– Command driven

Visual Learning – Overhead projectors– Graphical Interface

Multi-sensory Learning– World Wide Web – video,

audio, information at our fingertips

– Wireless – information anywhere, anytime

Audio

Visual

Multi-senso

ry

“ICT literacy is using digital technology, communications tools, and/or networks to access, manage, integrate, evaluate, and create information in order to function in a knowledge society.”

– Educational Testing Services, International Information Communication Technology Literacy Panel

Factors that Influence Retention

Lecture (5%)

Reading (10%)

Audio-Visual (20%)

Demonstration (30%)

Discussion Group (50%)

Practice by Doing (75%)

Teach Other/Use (90%)

Blooms Taxonomy - Learning Objectives

Evaluation

Synthesis

Analysis

Application

Comprehensive

Knowledge

Knowledge

•Recall data or informationDefinition•Journaling, flashcards, crossword puzzlesActivities

•Basic terms or conceptsAssess Learner

Comprehensive

•Understand meaning, to interpretDefinition•What’s the difference, Teach by describing, How-to perform a taskActivities•State a concept in their own words

Assess Learner

Application

•Use or ApplyDefinition•End of chapter assignments, projectsActivities

•Use concept in a new situationAssess Learner

Analysis

•Separate concepts into component parts, Distinguish between facts and inferenceDefinition•Comparing different ways to accomplish a task Activities•Identify the parts of a problem/situationAssess Learner

Synthesis

•Put parts together to form a wholeDefinition•Word problems, problem solving projectsActivities•Design an original project or assignment

Assess Learner

Evaluation

•Make judgmentDefinition

•Fixing document errorActivities•Based on information provided provide a solution to a problem and why

Assess Learner

Changes in the Classroom

• Pre-class Homework • In class:– Activity – Brief Lecture – Problem-solving activity

• Homework reinforcement assignment

Pre-class Activities

• Videos• Chapter step-by-step• SAM training• Questions to research• Journals

Classroom Activities

• What’s the difference?• Look up an Excel function definition – teach

the class• Two Truths and Tale (provide a list of topics

– student give 2 true facts and 1 false)• Jeopardy Game

Classroom Activities

• Small group discussions• Survey class then create document from

results• Provide a business scenario then create a

document • Have students design an assignment for

another class

Post-class Activities

• SAM assessments• End-of-chapter assignments• Online chapter quizzes• Projects I adapted from other sources

Assessments

• Exams• Timed-projects• Refection paper

Outcomes• Level the inconsistencies in skills and

computer literacy• Overcome hardware and software

differences• Student Engagement• Communication• Fewer individual questions• Improved performance on

assessment projects

Before I review, any questions?

Summary

• Students need to use technology to research, organize, evaluate and communicate information

• Use student-centered learning• Remember the factors that influence retention• Incorporate Blooms Taxonomy• Develop pre-class work the prepares them for in

class problem-solving and group activities

ReferencesThe flipped classroom: A survey of the research, JL Bishop, MA Verleger - ASEE National Conference Proceedings, Atlanta …, 2013 - asee.org http://www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf

Digital Transformation A Framework for ICT Literacy A Report of the International ICT Literacy Panel, Educational Testing Service http://www.ets.org/Media/Tests/Information_and_Communication_Technology_Literacy/ictreport.pdf

Designing Rubrics for Assessing Higher Order Thinkinghttp://academic.pgcc.edu/~ wpeirce/MCCCTR/Designingrubricsassessingthinking.html

Examples of Activities that Promote High Level Thinkinghttp://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/promoting-higher-thinking

Writing Objectives using Bloom's Taxonomyhttp://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy