Taller sobre como implementar aprendizaje inverso en enseñanzas universitarias Como motivar a los alumnos hacerles llegar la información a aprender y reaccionar a sus necesidades

1. Cómo el modelo de aprendizaje inverso
favorece el aprendizaje activo y la
enseñanza funcional
How flipped learning favors active learning
and functional education
Alfredo Prieto Martín
Departamento de Medicina
y Especialidades Médicas
Universidad de Alcalá
1

2. Plan of the workshop
1. Presentations and reflection on learning interests
2. Review of preparation tasks
3. Think Pair Share exercise: What the students who learn more do?
4. Powerpoint presentation
4.1 The problem of the abuse of expositive model
4.2 The solution
4.3 Why the flipped model is the perfect environment to introduce more active
and inductive learning in our classes
4.4 flipped learning Works! …. even with iberian students?
4.5 Experimentation of different Methods
• TBL with Socrative quizzs
• Peer instruction with flashcards
• Just in time teaching Feed back on urgent doubts and student questions
5. How to implement the model and win more learning?
5.1 Increasing student motivation
5.2 Sending information to learn, instructions, deadlines and forms of
assessments
5.3 Analytic of student responses and how to react to students interests
difficulties and doubts.

3. Biopic of the teacher
• PhD in Biology. Professor of immunology at University of Alcalá
(Spain).
• Winner of Best Young Researcher Prize University of Alcalá 2000
• Since 2004 to 2017 gives teaching courses at 29 Spanish and
portuguese universities
• Coordinator of the interuniversity teaching innovation group
lectura-aholics anonymous since 2010 to 2017
• 4th in the world ranking for TEMS 2013 (Top E-learning Movers &
Shakers en 2013)
• Winner of innovation teaching Prize Universidad de Alcalá 2014
• Cocreator of the National register of teachers who use flipped
Learning in Spain and other Spanish speaking countries
• Author of the books
• “Metodologías inductivas: el desafío de enseñar mediante el
cuestionamiento y los retos.”
• “Flipped Learning: aplicar el modelo de aprendizaje inverso.”

4. 1. Presentations and reflection on
learning interests
• What we want to learn?

5. 2. Review of preparatory
tasks• Ver vídeos de Eric Mazur y Abelardo Pardo
• Debéis leer el documento que os adjunto a este mensaje sobre los métodos de fomento del
estudio previo, pues en la sesión presencial desempeñaréis el papel de los alumnos en un
examen de evaluación formativa al estilo team based learning. Si leéis el documento
adjunto entenderéis de que se trata.
• Tras leeros ese documento adjunto debéis responder en este link y al cuestionario de
reflexión y expectativas previas sobre el taller. Tras reflexionar sobre cada pregunta y tras
contestar a todas a dar a Submit. Si al menos algunos de vosotros podéis contestar el jueves
o el viernes ( antes del fin de semana) me vendrá bien para conocer vuestras inquietudes y
necesidades iniciales.
• Último asunto urgente contestar a esta sencilla encuesta sobre vuestro nivel de partida en
el dominio de las herramientas tecnológicas que son más útiles para implementar el flipped
Learning de una manera coste-eficaz. Cuestionario de nivel de partida en herramientas
tecnológicas para el flipped Learning. Hacerlo no os llevará más de 5 minutos.
5

6. Important, but no urgent
• Asuntos importantes, pero no urgentes, para los que encontréis un rato, os pido que
vayáis pensando en escoger una clase o tema de alguna de vuestras asignaturas con
la que podríais experimentar el uso del modelo inverso y que vayáis buscando
ejemplos de vídeos instructivos, infografías, actividades de aplicables a ella, o si lo
preferís las vayáis planificando o creando vosotros mismos. En el taller presencial
reflexionaremos sobre cómo hacerlo y os enseñaremos algunos trucos que ayudan a
que salga bien.
•
• La estrategia de búsqueda recomendada es combinar flipped y un término en inglés
que defina la temática trata da en ese tema de vuestra asignatura. En
portugués encontrareis menos información pero podéis probar con flipped y el
nombre de vuestra asignatura o disciplina. Para buscar recursos específicos de un
tema buscar con el nombre del tema en inglés y vídeo o, con el nombre del tema y
flip. También podéis encontrar ejemplos y recursos inspiradores en esta entrada de mi
blog profesor 3.0 Recursos de los profesores españoles que han implementado flipped
learning en educación universitaria ordenados por materias
• Who searched examples (show of hands)

7. Para los que tengáis más tiempo libre o
mayor urgencia por aprender a aplicar
este modelo a mejorar el aprendizaje de
vuestros alumnos en vuestras asignaturas
• 2 Abrir cuenta en la App Socrative (socrative.com) como teacher y
crear un cuestionario de evaluación formativa.
• Para aprender a usarlo os ofrezco un par de tutoriales
• Socrative for teachers tutorial breve 3 min en inglés
• vídeo tutorial de Socrative en español que hizo Mercedes Márquez de
la U Jaume I https://youtu.be/5x3oxM2-W0M 10,51 min
• También os recomiendo leer estas entradas del blog profesor
3.0 sobre cómo lograr que los alumnos hagan estudio previo.
• Los cuatro elementos que necesitamos para invertir nuestras
asignaturas
• Aspectos críticos para lograr el éxito en el flipped
• Saludos y feliz preparación para el taller, nos vemos el día 24.

8. 4. Cómo el modelo de aprendizaje
inverso favorece el aprendizaje
activo y la enseñanza funcional
How flipped learning favors active
learning and functional education
Alfredo Prieto Martín
Departamento de Medicina y Especialidades Médicas
Universidad de Alcalá
8

9. Agenda
4.1 The problem of the abuse of expositive model
4.2 The solution
4.3 Why the flipped model is the perfect environment to
introduce more active and inductive learning in our
classes
flipped learning Works! …. even with iberian students?
4.5 Experimentation of different Methods The Problems
of abuse of expositive method
9

10. 4. 1 The problem:
There is any problem with the abuse of expositive
lectures in university?
1. Nearly all teachers abuse of
“powerpoint shows”
2. Nearly all class time is
employed in oral transmission
of information to be learned
3. When students pay attention,
we (the lecturers) can transfer
information to be taken and
studied for exams
4. Laptop invasion of university
classes causes new problems.
Lap top lecture (s XXI)
Lectio midle age (s XIII)
10

11. What are the roles in the traditional lecture?
• The teacher’s role
• The monologist performer
• Is active
• He/she is the monologist. Suffers preclass
anxiety, but also enjoy endorfine peaks on
class and after class
• It is an exciting experience (at least the
first years you give and repeat a lecture)
• The student role
• The receiver
• is passive and boring from the start
• He/she is an anonymous member of a
sleeping mass.
• Student compromise, work and learning in
class are of low level
• For a growing part of students the lecture
is a somniferous experience
11

12. Have traditional lectures Inconvenients in
twenty first century university education?
1. There is little time for
practice and application
of the transmitted
information
2. There are no in class
oportunities to exercise
skills and competences.
3. The work of students
out of class is also
scarce
4. So the learning is poor This student looks alert,
but is sleeping 12

13. A flipped perspective: what university students
look and do in a laptop lecture?
• To discover this, you can enter silently
and sit on the last rows and see what
happens
• Students in the first rows pay attention
and take notes.
• The rest twitt , send messages, surf the
internet ….
An optimistic dean would say to
the press: «They are “informally
exercising their web skills” 13

14. Is this active learning?
• Ask a question to the class, wait one student
raise the hand, and them give he/she the floor

15. Reflection:
What the students should do in class time to
understand informatition and learn to use it?
1. For deep understanding and develop
competences a more active student role is
needed
2. They have to work with the information, use it in
new contexts , discuss with their peers
3. They need to act and reflect with the information
to be learned
15

16. 4.1.2. ECTS learning =
class work time
+ out of class work time
• EHEA grades and ECTS credit are
based on the assumption that
students work for two hours out
of class by each in class hour .
Really?
• However, out of class workload
time is not measured
sistematically.
• Studies of real workload against
official ECTS work load (Spain,
UK), demostrate that out of
class real workload is lesser than
work load prescribed by ECTS
credit.
• We (the teachers) are happily
ignorant of this difference. 16
What can we do to induce
out of class student activity

17. To optimize student learning
we need Real ECTS (=25 h.),
not fake ECTS (<20 h.)
• Real ECTS =25 hours of student work by credit 10 in class 15
out of class
• Fake ECTS = 10 hours of passive learning in class + 7 hours of
out of class work (intensive craming before the exam)
• Actions have consecuences
• Fake ECTS produce fake learning (also called crap learning)
short term memory overload only to pass the exam and
quickly forget.
• Proposal of solution
• We need induce out of class work that will be assessed
and discussed in class
17

18. 4.1.3. Are traditional teaching methods
damaging for student development?
• Is endless listening teacher’s monologues bad for the development
of our student’s skills for critical thinking, and written
communication?
National Institute for Learning
Outcomes assessment study
(Blaich & Wise 2011).
Only moderate progress
in one half of the
students
If we assess the development of students skills
for critical thinking, cooperation and communication
after 2 years of university education
No significant
change in one sixth
Moderate decrease in
one third of the students
18

19. Richard Arum & Josipa Roksa (2011)
Academically adrift:
limited learning in college campusses
• Recent studies demonstrate the barely noticeable impact
of university courses in the development of student
competence for critical thinking, complex reasoning
and proffesional writting.
• Arum & Roksa study (2011) on 2.300 students in 24 US
institutions, 45% of them do not show significant
change in these competences during first year and half of
university education.
Bill Gates
"Before reading this book, I took
it for granted that colleges were
doing a very good job."
Derek Bok
Underachieving Colleges
“They learn much less, than they should”
19

20. 4.1.4. Problem statement
How can we improve the learning of our
university students?
• Innovative alternatives to the lecture:
1. Functional education/Inductive learning. teaching
by solving problems and cases, asking questions
instead of telling answers.
– Case study/project/problem based learning/inquiryBL
– Its a very disruptive change
2. Active learning continuous improvement by
progressive introduction of student centered
activities within expositive lectures
– It combines information transfer, with student thinking,
action and reflection on what is understood 20

21. Reflection:
Why you think is so limited the extension of the use of
alternative, active and inductive methods in university clases?
• Despite the evident advantages of these innovative
methods, none of these methods is mainstream in
university teaching
• Only selected minorities of best and most compromised
teachers use frequently these methods.
• Only a selected group of universities (Manchester, Mc
Master, Maastricht, Aarhus) impose these active and
inductive methods as mandatory in some of their faculties.
• In others (Yale, Harvard, BCU) there are voluntary teachers
who implement the methods.
• In Spanish universities less than one of each 100 university
teachers use regularly these methods (data from Spanish
registry of Flipped teachers)
21

22. Advantages and costs
of active and inductive methods
• Advantages:
1. They engage students
2. Allow exercise and
development of skills
and competences
3. They reach deep
understanding and
meaningful learning
4. They like it
5. They learn more
• Costs:
1. They need more time
to cover extensive
curriculums
2. They demand more
teacher work for
preparation, study of
student answers and
teacher feedback
22
For most university teachers, costs outweigh the benefits
and thus use active learning in a very limited fashion

23. Why inductive and active methods are
not the mainstream methods?
• What are their disadvantages?
• Making activities needs “in class time” that is preferentially
used for teachers for oral explanation and transmission of
the information to be learned.
• Activities slow down the pace of advance through the
index of contents
• Require more engagement and effort, not only by the
students but also from teachers.
• The extra-effort of the teachers is not usually rewarded and
they are not stupid
• The result is that:
• “Only a minority of compromised university teachers use
these methods in a minority of occasions” 23

24. Reflection
How to increase the active learning and
functional teaching (inductive learning) in
university classes?
24

25. 2.1. How can we improve
the learning of our students?
There is any way of increasing class time for practice
but maintaining high standards
for content learning
that will be rigorously assessed?
Yes, there are some of them
25

26. At least eight ways to have more time
to practise active learning activities
1. Prioritizing the really essential learning results (Wiggins &
McTighe)
2. Flipping the use of space and time, in and out of class
(Mazur, Novak, Michaelsen, Sams & Bergmann)
3. Adaptive learning, focusing on interests and difficulties of
your students (Prieto)
4. Gamifying the course and activities (Sheldon)
5. Developing a formative low stakes assessment that gives
grading value to activities (van der Vleuten)
6. Practicing reflective thinking autoevaluation and
autoregulation of learning (Nilsson)
7. Using rubrics and coevaluation for assessment of complex
activities (Levy)
8. Create a natural critical learning environment (Bain)
26

27. 1. Give Priority to Deep understanding of
essential ideas don´t waste your class time class
covering all the accessory things
– G. Wiggins y J. McTihge Understanding by Design backward
design from the desired essential learning results
– Stage 1.Prioritize essential learning results and ideas to
understand
– Stage 2 What evidences will show that the learning result
was attained?What feedback can help?
– Stage 3 Plan how to help with activities and reflection on
performance
Grant Wiggins
http://ecosensing.org/wp-content/uploads/2015/11/Understanding-
by-Design-Expanded-2nd-Edition.pdf
Understanding by design
Grant Wiggins
y Jay McTighe
The Understanding by design
guide
to creating high quality Units
Grant Wiggins y Jay McTighe
Capítulos de muestra
http://jefeus.weebly.com/uploads/4/8/3/7/4837811/understan
ding_by_design_guide_to_creating_high_quality_units.pdf
Jay Mc Tighe

28. Establish your learning priorities
What they should understand
deeply enough to can transfer it to
new situations?
What is important they know
and know how to do?
With what (accessory)
knowledgements
they should be familiar?
Is convenient to
be familiarized
with
Important to know
and knowhow to do
Enduring
understanding
and transfer

29. Exercise
change a traditional lecture into a
interactive lecture
• Cut the most accessory things in a class plan notes
or the most accessory slides in a powerpoint
presentation
• Put these accessory things with in a Appendix final
section
• Now you have time (10 to 20 minutes) to
introduce more questions and exercises
29

30. 2. Don’t waste so much class time into information delivery
(your students can read) so deliver the information out of
class time and devote your class time to practice and
student teacher interaction.
Induce the preparatory study of your students
Blended learning
Mazur Peer instruction,
Novak Just in time teaching,
Michaelsen Team based learning.
Robles PEPEOLA
These teachers deliver the information by electronic means
Blended learning (BL) worked at US Universities, but not with
secondary or high school students.
Aaron Sams and Jonathan Bergmann applied BL using vídeos
and podcasts and they hit in the spot
Eric Mazur

31. What If we deliver information in formats the
student like?
What if we
deliver the
information to
learn… in
videos and
podcasts
My foundation will
put the cash
needed
What if we
create
internet
repositories of
instructive
videos?

32. 3. You have to focus class activities on
the interests, needs and difficulties from your students
(adaptive flipped learning model)
1. Use a flipped learning model ,
2. Ask your students about their reaction of the
instructive materials: understandings,
difficulties, urgent doubts
3. Use this information to know their interests and
needs
4. Give them feedback and focus class activities in
overcoming these difficulties
– This “On line dialogue” allows quick redesign (just
in time teaching) of class materials and activities
according to the student needs
Alfredo Prieto

33. 4. Gamify your teaching to motivate your student
effort and class engagement
G1 Give them a mission they want reach, develop their
professional profile needed for desired professional destination
G2 Give XP points in exchange for student desired actions
G3 Show accesibility and social proximity to your students Lee Sheldon
G4 Customize your answers and interactions with your students,
action/reaction
G5 Make up a system (leaderboard) to visually aggreate points and
achievements
G6 See your students working and give them feedback of quality: immediate,
discriminative and kind
G7 Introduce real activities interesting and funny
G8 Create opportunities to cooperative team work
G9 Give them ranges of election and self-direction
G10 Signal the dead lines and count downs
G11 Give them Micro learning into small doses when needed
G12 Sometimes break the routine, fiesta.
G13 Level up, unleash posibilities, round up
G14 They can make multiple trials

34. 5. Advance the formative assessment
stimulate effort and to give feedback on
what is needed to optimize performance
1. Use formative low stakes assessment to
motivate the student work many times
2. Use in selected occasions authentic and
valid high stakes assessment aligned with
most essential learning results.
3. Use learning analytics to detect early
students with problems and apply just in
time solutions to the problems
Cees
van der Vleuten

35. 6. Encourage autonomous learning and
student self regulation
1. Students have to see the value of the proposed
tasks
2. Use coevaluation they have to assess to their peers
a even practice self-assessment
3. Use assessments and quizzes to produce learning
4. Use reflective metacognitive tasks and portfolios
then your students will reflect on whar the are
learning and how can they demonstrate their
learning
Linda Nilsson

36. 7. Use analytic and holistic rubrics
to improve your assessment
• They will serve to:
• Save time in grading
• Give feedback with increased agility
• Promote and orient the learning of your
students
• Incorporate your students to processes of
peer assessment and self-assessment
Dannelle D Stevens

37. 8. Create a natural critical learning
environment
• The bests teachers, try to create a natural critical learning
environment:
• Natural because students encounter skills, habits, attitudes,
and information they are trying to learn embedded in
questions and tasks that find fascinating- authentic tasks that
arouse curiosity and become intrinsically interesting,
• Critical because students learn to think critically, to reason
from evidence, to examine the quality of their reasoning
using a variety of intellectual standards, to make
improvements while thinking, and to ask probing and
insightful questions about the thinking of other people.
• (taken from: What the best college teachers do )
37
Ken Bain

38. In natural critical learning environment
• Students encounter safe yet challenging conditions
in which they can try, fail, receive feedback, and try
again without facing a summative evaluation
38
Teacher
Ask a question
Put a challenge
Try to answer
using
information
Reflect and discuss
Hit or fail
Teacher ot peers
Give feedback
on performance
Refine your
own learning
(retry using
feedback)

39. Elements of complex learningHigh expectations
technology
Low stakes assessments Drilling skills Feedback from trainer
Competent
practicioner
Many
oportunities
to Try,
Fail &
retry

40. "Ever tried. Ever failed. No matter. Try
Again. Fail again. Fail better."
Samuel Beckett
40

41. How to achieve that most students
prepare for class?
How to adapt our clases to their needs?
How to develop a cost efficient
Adaptive Flipped learning model

42. Our proposal for solution:
Active learning =
information to learn
+ activities to apply, analyze, transfer, create and communinate
+ critical and reflective thinking
So
Start using the Flipped classroom model, this:
1. signficantly decreases the class time needed for delivery of
information to be learned…
2. so it gives us an opportunity for increased use of active and
inductive methods in class time
3. The answers of students to forms after preparatory study give us
information about their difficulties and interests
4. Analizing student responses we can redesign our classes to focus
on resolution of student doubts and difficulties
42

43. Practical ways to apply these principles
1 Flipped classroom
teacherr
Improved in
Class experiencer
Studentsr
Send via email the
information to
learn
Teacher ask students
and help them
The problem of this simplest method is …
the students don’t work (if the teacher don´t assess who
made the preparatory work )
With good teachers and motivated
students it Works if they do it role
The simplest is not he best
43

44. Ways to send the information to be
learned
• There are many
• E-mails
• Html pages
• Videos
• Screencasts
• Powerpoint casts
• Text documents word and pdfs
• Books and journal articles
44

45. Arrangenment and delivery of instructive
materials
Select an unit and
1. Think of desired learning results What do you want they learn? (Bloom
taxonomy can help)
2 The first time Flipper question: search and curate videos or create them?
3.- Tools for video creation: start adding audio to powerpoint presentations,
open a youtube channel. Edit your videos put subtitles.
4.- Assessment after watching videos put videos into forms (Google) or put
questions into the videos (Edpuzzle, Flip tools)
5.- think of activities to make in the class time.

46. Flipped learning
goes further than flipped classroom
• We can ask students answer on line forms
about their understanding of instructive
materials.
• With this information about student interests
and difficulties the teacher redesign its class
(just in time teaching) creating learning
activities for exercising skills and formative
assessment (teaching between desks, kikan
shido).
46

47. Flipped classroom plus Just in time
teaching
1 FC/JITT redesign just in time
Teacher
sendsr
In Class
experiencer
Studentsr
Send via email the
information to
learn
When most student prepare for most clases and when teachers focus on student interests and
difficulties the students undestand better and learn more
This is better tan simple flipped classroom
Teacher
receivesr
Teacher ask students
and help them
Teacher
analyzes
Apapt to
student
needs
47

48. There are several methods to assess
and ensure the preparatory study
• On line assessment (0 or low cost in class time)
– Pepeola (Preparación y Estudio Previo por Evaluación On
Line Automática, Robles, Barahona y Prieto) by MCQ
– On line discussions
– JiTT (Just in Time Teaching, Novak ) by open question
forms
• In class assessment (higher cost in class time)
– TBL (Team based Learning, Michaelsen)
– 8-10 question MCQ individual/group disscussion/
– PI (Peer Instruction, Mazur) 12MCQ for each class
– In class questions and discussions/cases
48

49. Methods to induce and assess preparatory work
Variants of flipped classroom
TBL/JITT/PI/PEPEOLA
Ejercicise Team based learning (TBL)
Now we make a formative assessment of your understanding
of characteristics differences and similarities between
these methods
First you should answer individually to a quizz of MCQ
questions.
Next you discuss make consensus responses and answer in
little teams.
Next well make and Space Race with socrative and finally we
Will discuss the justification of the right answers for each
of the questions

50. JiTT minimalist
Forms for student
preparatory work
assessment
(three questions)
1. Last name, first name
2. ¿Cual te parece la idea más
importante que has aprendido
en este tema y justifica por qué?
3. ¿Qué es lo que no consigues
comprender o te ha quedado
menos claro y explica cuál es tu
dificultad?
As a physicist I consider
tree questions are
enough for some “soft
sciences”, but for the
hard sciences like
mine….
Dr. Sheldom Cooper
My minimalist form is
inspired in a
combination of minute
paper and muddiest
point active learning
methods
Dr. José García Hidalgo
Profesor de Geología
Member of lecture-aholic
anonymous

51. Just in time teaching, JiTT On line Form to:
1. stimulate student study, thinking and work
2. assess preparatory study by asking reflective questions
1. Last name, first name
2. What is the most important idea of this unit and justify why?
3. What part needs deeper treament in class time and justify why?
4. Make a summary in 200 words of the unit
5. What is the muddiest point? Explain why?
6. What question you like we answer in the first day of class?
7. What part of the unit you understand well and no further explanation is needed? Why?
8. What you understand watching the videos?
9. email address
10.¿On what question relative to this unit you’ll like inquiry on your own?
11.If you understood some important that you did not understand at first. Explain what is what
you understood and write a question that can be answered by the peers who also understood
this topic.
12.Made a constructive criticism of the instructive materials supplied and point what things
should be changer or improved for better clarity and understanding
13 How much time have you spent in reading and making meaning of the documents and
powerpoints?
14 How much time have you spent in watching and making meaning of the videos?
15 Were useful for you the audio transcriptions of the videos?
15 How much time have you spent in reflecting and answer to this form?

52. Advantages of Flipped Classroom with
Just in Time Teaching
1. Allows each student to learn at his own pace and
communicate its difficulties and interests
2. Students arrive class better prepared to participate
and contribute in class activities
3. Teacher receives information on student difficulties
4. More time class for student centered activities:
discussion, formative assessment, work in groups
problem solving projects.
5. Working in class the students can help each other and
receive help and feedback from the teacher
6. Teacher can help all students not only those who
dares to ask 52

53. Peer instruction (in class assessment)
1. Teacher poses a concept test (a conceptually-
challenging multiple-choice question)
2. Students think about the question and answer
using flash cards or smartphones
3. The teacher asks students to turn to their neighbors
and “convince them you’re right”
4. After “peer discussion” students answer again
5. The teacher ask students that changed its minds
and leads a class-wide discussion about what is the
right answer is and why the wrong answers are
wrong.
53

54. Peer Instruction (interspersed MCQ questions, teacher
explanations, peer and class-wide discussions)
Procedure is adaptive and depends on the percentage of students
that answer the right answers

55. Effective peer instruction requires
• Before class
– teacher identifies key concepts and misconceptions and
create multiple choice questions that test deeper
understanding and transfer
– Students prepare for class studying the materials
• During class
– Episodes of peer discussion and instruction that spark expert
like discussion
– Leading a class –wide discussion to clarify the concept and
resolve the misconception
• After class
– Teacher review votes and take notes about points discussed
so next year peer instruction will be better 55

56. How peer instruction helps students
learn …
• Before class
– Motivates preparatory study
– Students know they do not understand concept X, but they know
that Z exists and why X is important
• During class peer instruction exercises
– Test (assess) understanding and misconceptions
– Exercise and Assess skill for transfer concepts into new contexts
related with real world application
– Students have opportunities to try, hit/fail, receive feedback
without facing a high stakes assessment
• After exercises
– Show success
– Review/recap
– Mind maps to see the big picture
56

57. Tradicional teaching vs. Peer instruction
Ganancia media
Física
25% de la máxima
posible
Biología
17%
Ganancia media
Física
50-60% de
la máxima
posible
Biología
33%

58. Comparison of learning gains
Porcentajedegananciadeaprendizaje
Conrespectoalamáximapotencial
La incorporación de más métodos interactivos mejora los resultados del peer instruction
PI
PI + JITT

59. Example of concept tests for peer
instruction
59
A.
B.
C.
What is the correct answer?
Why?

60. References
• Hake, 1998. Interactive-engagement vs. traditional methods: A six-
thousand-student survey of mechanics test data for introductory physics
courses .
• Mazur, 1997. Peer Instruction: A User's Manual . New Jersey: Prentice Hall.
• American Journal of Physics v66 p64-74. Using ConcepTests to Assess and
Improve Student Conceptual Understanding in Introductory Geoscience
Courses
D.A. McConnell, D.N. Steer, K. Owens, W. Borowski, J. Dick, A. Foos, J.R.
Knott, M. Malone, H. McGrew, S. Van Horn, L. Greer, P.J.
Heaney 2006 Journal of Geoscience Education v54 n1 p61
• Ejemplos en Geología
http://serc.carleton.edu/introgeo/interactive/ctestexm.html
• Ejemplos en química
• Chemistry
• Muchos ejemplos
• http://modeling.asu.edu/modeling/ConcepTests.htm
• http://www.arborsci.com/60-questions-physics-students-should-know

61. Information and reactions to information
61
Information contained in the
student responses to teacher
questions
Teacher reactions: create new instructive adds, in
class feedback and redesign of plan of class
¿What topics are interesting, new, or
of special value to the students?
Deepening on those topics with examples and cases.
Add interesting activities on these topics
¿What is already known? ¿Why?
¿What is clear?
Do not waste your class time explaining it, instead
construct new understandings on the top of it
¿What are the topics o concepts that
are the most difficult to understand?
Create new instructive materials and design
activities which help to understand these topics
¿What is the most urgent doubt you
need to be clarified?
to answer doubts in a logical order, the teacher
should aggregate doubts into thematic clusters and
ordering doubts in levels of complexity/difficulty
¿How much time you worked seeing
and reading the instructive materials?
If necessary adjust the volume of instructive
materials each week (in European universities
students must work 40 hours per week)
¿Who did the preparatory work? The students who do preparatory work will receive a
bonus in grade (tipically university courses in
Europe consists of 15 units, student receives 0.66 %
of the final grade per each unit studied)

62. There are several methods to give
feedback to the students
• On line feedback (0 or low cost in class time but
it cost out of class teacher time)
– Pepeola (automatic feedback + on line comments of
the teacher)
– Flipped learning forte (Prieto) teacher answer by
email list the urgent doubts of the students
• In class feedback (higher cost in class time)
– Flipped classroom with JiTT
– TBL (Team based Learning, Michaelsen)
– PI (Peer Instruction, Mazur)
– In class questions and discussions/cases 62

63. On line Feedback for the students:
Flipped learning forte
• Teacher answer to urgent doubts of the students and send
responses via e-mail list before class
Advantages
Students receive feedback on their doubts
Great learning results
students perceive teacher compromise
Problem
extra-work for the teacher
Only appropiated for small classes
For larger ones we suggest flip in
colours
Adapt class activities to student
interests and needs
Formative assessment and feedback
Alumnos
Teacher
63

64. Flip in colours (2016)• In larger classes try to answer the doubts of all student (near 100)
is hard work.
• It is easier for the teacher to classify student urgent doubts:
• In black those that should be answered by the own teacher
• Black with yellow background those which need an inquiry by
the teacher before to try to answewr
• In green those that can be answered by peers with a higher
degree of understanding
• En rojo las que implican una confusión conceptual ¿pillas cuál
puede ser? o una consecuencia de abordaje intelectual superficial
y perezoso
• En azul las que pueden ser buenas preguntas de examen
• En rosa las que pueden dar lugar proyectos de indagación
personalizados
• En naranja las que pueden para iniciar buenos debates 64

65. 4.4 flipped learning Works!
…. even with iberian students?
65

66. Flipping Hispania
¿What results we have obtained in the
last years with iberian students?
It will work even with Iberian students?
They resisted romanization, muslim rule, French illustration …
Can they resist the flipped learning movement?
Indibil y Mandonio caudillians of the Illergetes
Against the romanization
66

67. 2.3. What are our results of six
years with this gamified flipped
model?
Alfredo Prieto Martín
y el grupo de innovación Magistrales anónimos
67

68. Student work, in and out of class
68
• El EEES impuso un nuevo tipo de
crédito que contabiliza el tiempo total
del trabajo del alumno: la suma del
tiempo de interacción presencial, y
del tiempo del trabajo no presencial
del alumno.
• In Spain we changed the credit (to
comply whith EHEA norms) but we
don´’t apply its mandate to mesure
out of class work of the students
• ECTS is a legal fistion but in most
studies is a fiction. Most of students
do not made the legally established
workload .
• ¿Cómo resolvemos este problema de
hacer estudiar y ejercitar
competencias durante más tiempo a
nuestros alumnos?
• ¿Cómo van a desarrollar
competencias si no las ejercitan lo
suficiente?
Our students work more hours along the
cuatrimester and they are happy (is a myracle)

69. Impact of flipped model on work and learning of spanish
university students: Relationship between out of class work
and exam grades
69Clinical Immunology
Fourth year
Immunology
Third year
Méthods
First year

70. •Cambiar de método de enseñanza aprendizaje
manteniendo el método de evaluación permite
comparar notas de promociones antes y después
del cambio de metodología.
•El efecto del cambio de método se mide en
relación a la desviación típica original (s)
•El efecto del nuevo método se mide hallando la
diferencia de calificaciones medias y
relacionándola con la variabilidad de las
calificaciones con el método tradicional.
•Cambio = (Nueva media – vieja media) / s
original
•Esta es una buena medida de la intensidad o
fuerza del cambio en la media en relación a la
desviación típica original (s)
•¿ Qué significa un aumento de una s?
¿Size effect of flipped learning on grades on assesment
exams (impact mesured in sigma s)
Clase
expositiva
Flipped
learning
The new median (+1 s) equals to 84,1
percentil of the
original distribution
70

71. 0
5
10
15
20
25
30
35
40
0-10
1O-20
20-30
30-40
40-50
50-60
60-70
70-80
80-90
90-100
Clase Tradicional
Flipped Forte
11,5%
41,6%
With flipped learning forte (FLF) and flip in
colours (FIC): the students learn more
6,0 %
41%
% of students which reach
mastery level (>8) increases
four folds
% of student failure (<5)
decreases
The mean grade increases 2 points (>1 s)
71

72. 72
0
10
20
30
40
50
60
70
80
90
100
Expositivo tradiccional
Just-In-Time Teaching
Entorno gamificado
Flipped classroom/JITT
Flipped learning forte
+ feedback y formative assessment
Expositive leacture
Just-in-time teaching
Gamified environment
Flipped classroom
Flipped learning forte
/flip in colours
72720 % 45 % 61 % 90 % 100 %97 %95 %
% students which do the
preparatory work
% of students which reach mastery (with exam grade
>8) has been improved along the way
+ prior study and feedforward from the students
+ instructive vídeo
+ gamified environment (bonus)

73. What about skill development ?
Problem based learning Activities
Valor del
aprendizaje
Novedad del
aprendizaje
Dificultad de la
tarea
Disfrute con la
experiencia
Percepción del
desarrollo de la
competencia
Presentación oral Muy alta Muy alta Alta Muy alta Alta
Preparación de una
presentación oral
Muy alta Alta Alta/suficiente Alta Alta
Comprensión de artículos
originales de investigación
Alta Muy alta Alta Suficiente Alta
Trabajar con bibliografía en
una segunda lengua (Inglés),
Alta Alta Alta Baja Suficiente
Búsqueda de artículos
originales e información
adicional en Internet
Alta Suficiente Suficiente/baja Alta Alta
Adquisición independente de
conocimiento
Alta Suficiente Suficiente Alta Alta
Trabajo en equipo Alta Suficiente Suficiente Muy alta Alta
Aprender a aprender por si
mismos
Alta Suficiente Suficiente Alta Alta
Resolución de dudas y
cuestiones en tutorías
Alta Suficiente Suficiente Alta Alta
Uso de TICs y softwares Alta Baja Baja Alta Alta 73

74. What about student perceptions in
their teacher evaluations?
In one scale from 1 to ten we obtained 9.x
74

75. The opinion of teachers who used flipped
learning
Are you satisfied with the effect of flipped
learning on student engagement, class
participation and learning?
si (90,15%)
si pero depende de …(5,47%)
en proceso de prueba (3,28%)
no (0,36%)

76. Conclusion
Iberian students can not resist the
combined effects of Marketing,
gamified learning environment, Flipped
Learning Forte and Flip In Colours
76

77. Two complementary Hypotheses
1. By what most students do in the flipped
model and should not do in the traditional
2. By the effect of little prizes and dead
lines on the work of students and teachers
Why this new adaptive flipped
model has so strong impact on
student learning and adapt teaching
to student needs?
77

78. Modelo Antes de cada tema En clase Después de
clase
Las vísperas del
examen
Resultados de
aprendizaje
Expositivo
tradicional
No hace nada Escucha
¿atentamente? Y
toma notas
La mayoría no
hacen nada
Se pegan la
empollada previa
al examen
retención en
memoria a corto
plazo
Malas
calificaciones
Comprensión y
retención
limitadas
Poca capacidad de
abstracción y
transferencia
Mucho se olvida
tras la primera
ducha
De aprendizaje
inverso
Flipped classroom
+ Just in Time
Teaching
Ve vídeos y lee
documentos
Practica en clase
análisis, juicio,
Repasan para los
cuestionarios de
fin de tema (on
line o en
seminarios)
Se pegan la
empollada previa
al examen
partiendo de un
nivel de
comprensión de
partida muy
superior
Calificaciones
mejoran en una SD
Realiza tareas de
preparación
Reflexiona sobre lo
que no entiende
Razonamiento
hipotético deductivo
Se concentra en lo
que no entendió
Mejora la
percepción de la
labor del profesor
y la asignatura
Se plantea preguntas
y se las formula a su
profesor
Toma notas y
formula preguntas al
profesor
Estudian para
los exámenes de
fin de módulo
How changes what most of the students do
in the flipped model?
78

79. flipped learning forte model imposes several dead
lines to the students (2) and their teachers (3)
For the teacher
For the students
Clase activa y evaluación
formativa
Enviar
Parte o toda
la
información a
ser aprendida
Evalúa dificultades y replantea,
se prepara para superar
dificultades que tienen los alumnos
Incluye actividades
estudiar
reflexionar
y enviar
feedforward
revisar sus materiales y
hacerlos llegar a sus alumnos.
prepararse
para la
evaluación
formativa
Proporcionar
Feedback
Estudiar el
Feedback
Esta autoimposición de fechas
límite induce cambios en
hábitos de alumnos y
profesores que aumentan el
aprendizaje de ambos
79

80. Flipped learning achieves that
most students learn doing
precisely those things …
Which in the traditional expositive
model, only a select minority of the
best students spontaneously does
80

81. 5. How to implement flipped
learning
5.1 Increasing student motivation
5.2 Sending information to learn, instructions,
deadlines and forms of assessments
5.3 Analysis of student responses and how to
react to students interests difficulties and
doubts.
81

82. 5.1 Increasing student motivation
philosophical stone of education
How can I change the
habits of study and class
participation of my
students?
How can I increase their
motivation to study and
participate in class?

83. Increasing the motivation of the
students to do the preparatory
work
Marketing and gamification
make miracles in student behaviour
83

84. We want to change habits of our students
so they study before classes
• First day of class “D day”. Very Effective marketing
of flipped model is needed
• Then week after week we have to show that we
read our student responses and redesign our
clases according to their needs
• Students see the value of preparatory study, the
good teacher can adapt the class to their needs
• The good teacher act as a coach and facilitator of
the interaction of the students with the
instructive materials he/she develops
84

85. First day of class “D day”
we show the results of the prior year
A B C
If these courses were
optative.
Which one you prefer?
All students prefer C
85

86. One week before a new unit starts
we send instructive materials and links to forms
Example of
hipermedia
message
86

87. ¿Cómo les motivo
para que hagan el
estudio previo?
Demostrándoles que
los que lo hacen
comprenden aprenden
y sacan las mejores
notas
Bonificando
Hasta un 10% por
la realización de
cuestionarios
Apelando al sentido de
misión si no aprovechas
esta oportunidad
seguirás siendo un
aprendiz dependiente e
incompetente para el
aprendizaje autónomo
Demostrando
que les leemos y les conocemos
(RRRR)
Respondiendo
A sus preguntas
urgentes
Replanteando la
interacción en función
de dificultades y
necesidades
Reconociendo
públicamente
a los que se lo
han currado
Recriminando en
privado a los que
no lo hacen o se lo
toman a cachondeo
3. Marketing
2. Gamificación
4. día a día: análisis de
Respuestas (feedforward)
y devolución de feedback
1. Cuestionario
Universal de reacción a
Los materiales
Método ágil
de comprobación
del estudio previo
En el diseño y presentación de la asignatura (día D)
Luego durante la impartición de la asignatura

88. Believe me:
• A combination of marketing and gamified
environment that rewards student study and
participation in class…
• induces changes in study student habits,
increases increases class participation, student
learning and student satisfaction with their
learning
88

89. Marketing and gamificaction are the keys to success in
student work and student learning
89
Immunology methods Immunology Imunol. Clin.

90. 5.2 Sending information to learn, instructions, deadlines and forms of assessments
without wasting class time
another of the philosophical stones of education
How can I deliver the
information to learn
without wasting
most of Class
recitating notes?

91. Use a hipermedia to deliver content,
instructions, an forms or quizzs for
assessment of preparatory work
• Electronic text with several links to instructive
materials and on line forms to assess the
preparatory work of your students
91

92. Example of hypermedia
• Debéis leer el documento que os adjunto a este mensaje sobre los
métodos de fomento del estudio previo, pues en la sesión
presencial desempeñaréis el papel de los alumnos en un examen
de evaluación formativa al estilo team based learning.
Si leéis el documento adjunto entenderéis de que se trata.
• Tras leeros ese documento adjunto debéis responder en este link
y al cuestionario de reflexión y expectativas previas sobre el taller.
Tras reflexionar sobre cada pregunta y tras contestar a todas a
dar a Submit. Si al menos algunos de vosotros podéis contestar el
jueves o el viernes ( antes del fin de semana) me vendrá bien para
conocer vuestras inquietudes y necesidades iniciales.
• Último asunto urgente contestar a esta sencilla encuesta sobre
vuestro nivel de partida en el dominio de las herramientas
tecnológicas que son más útiles para implementar el flipped
Learning de una manera coste-eficaz. Cuestionario de nivel de
partida en herramientas tecnológicas para el flipped
Learning. Hacerlo no os llevará más de 5 minutos. 92

93. 5.3 How to Analyze student responses and react to students interests difficulties
and doubts.
Another of the philosophical stones of education
How can I transform
the doubts and
difficulties from my
students into
learning
opportunities?

94. Flipped learning 2.0:
Transform student responses into
formative feedback for students
How to detect understanding problems
and créate feedback that helps to
overcome the learning difficulties of
our students
94

95. Detection and resolution of
student learning difficulties
Quick analysis of student responses just
in time teaching
Design of lectures focused on
overcoming student difficulties
95

96. • Recipe:
• From Google spreadsheet copy & paste the students’ answers sheet
• In Excel book “deconstruct” the data sheet of answers to the form
• Deconstruct the matrix of responses in several sheets of the Excel
book one per question you want analyze:
1. More interesting aspects más and new
2. Obscure ideas they do not understand well
3. Doubts that need urgent clarifycation
4. The main ideas they unnderstand thaks to the preparatory study
5. Time workload for the student
6. Name to assign grading bonification
Example of student responses analysis (inspired by
Ferran Adrià)
Deconstruction of response sheet
96

97. Student answer analysis process:
1. column widening, 2. labelling,
3. ordering by labels,
4. quantification of obscure topics1. Column width adjusted for better reading
2. Add column to Label
the type of doubt
3.Orderdoubtsbyitslabels
4. Quantificación
of students who
do not understad
each concept
97

98. Visual display of obscure topics
Adecuación de
respuesta al patógeno
These concepts need to be clarified: new ilustrative
materials, examples, activities, additional explanations 98

99. How to solve these problems?
Problem (muddiest point) Proposed Solution
Receptors for DAMP and
PAMP
Is a problem so prevalent thst we have to create new
instructive materials
Somatic Recombination Recommend to see a instructive video. If the video is in
English (Video somatic recombination) and automatic
subtitles mistake genes with jeans, then teacher publish
comments to video, one correct transcription of the audio
Polarization of Th
response
New illustrations which clarify (examples with Mc Nulti)
polarization process.
Doble discrimination and
autoinmunity
Class Activity: Idea storm about things strange against is
better do not react
hectokilogigacell
Life being
Class Activity: Peer instruction ask some students explan
the concept to peers
Election of defense
mechanisms against
infections
Explanation of how PAMPR estimulated by each pathogen
induce different types of immune response
Congenic Animals Explanation on the blackboard of endogamic crossess
99

100. Next year, we can change the free answer
question by an multiple chice question (so
analysis can be automated)
• Qué es lo que mas te cuesta entender del tema
marca una( o dos)
A. DAMP y PAMP
B. Recombinación somática
C. Polarización de la respuesta
D. Doble discriminación y autoinmunidad
E. Ser vivo hectokilogigacelular
F. Elección de mecanismos de defensa frente a
las infecciones
G. Animales congénicos
H. Otra cosa, especifica cuál es
100

101. 2.4. Conclusions & recommendations:
Changes in habits induced by the flipped model increase learning and
grades in assessment exams
•Start to use the simplest efficient method for flipped
classroom : flipping classroom with just- in- time
teaching ( FC/J-I-T T ).
–Send documents and video materials and a universal
reflective form created with googleforms or Office 365.
–Do it before you start a new unit. Send to your students
ask them view, read and answer the questionnaire with the
promise they will obtain grading bonus.
–It will be an easy change for them. 2 hours of outside
class work by course and week will allow students win a
10% of the maximum grade 101

102. 2.4. Conclusions & recommendations:
Changes in habits induced by the flipped model increase learning and
grades in assessment exams
•If you can, use student doubts to supply collectivized
feedback (FLF) and to create activities (FIC)
–If the teachers send responses to students urgent doubts
and questions, they have to revise them. Especially if some
questions can be candidates for exam questions
– Use flip in colours to transform student questions into
class activities
–Announce formative assessment activities (TBL/PI), then
they should prepare for in class formative assessment
activities.
102

103. Flipped learning will improve
1. The work out of class of your students
2. The communication of information with your
students
3. Your feedforward and understanding of your
students difficulties
4. Your feedback and focus on the resolution of
your students real difficulties
5. Class participation and activities
6. The Learning results from your students
7. The satisfaction of your students with the course
103

104. Changes for the teacher
•You should develop the habit and the
methodology for the study the reactions of your
students to the learning materials you sent to
them.
•You should progressively adapt the use of time
class to the needs and difficulties of your
students.
104

105. Advice for the first time
Flipper teacher
1. Look for a group of flippers in your discipline
and level que innove
2. Look for a mentor or coach in flipped learning
3. Experiment with new teaching and learning
methods and share its results.
4. Is mandatory to learn to use new Apps for forms
and questionnaires for student response with
smartphones , and Apps for the gamification
105

106. Agradecimientos
A los miembros del grupo interuniversitario
de innovación docente Ex-Magistrales
anónimos
Por su labor para acelerar la difusión de
mejoras en los métodos de enseñanza y
aprendizaje
106

107. Acknowledgments
• To Editorial Narcea for publish in their Colección
Universitaria our book Flipped Learning aplicar el
modelo de aprendizaje inverso
107

108. Think about this, before going to bed
and try to be better teachers
108

109. Electronic versión of this presentation at
https://es.slideshare.net/alfredo.prietomartin
109https://es.slideshare.net/alfredo.prietomartin/workshop-
flippedlearning-udiversidade-do-minho

110. If you need more information on these
flipped methods
I recommend you these books
Paper and Kindle versions in
Amazon
Flipped learning: aplicar el
modelo de aprendizaje inverso
Metodologías inductivas
Only in e-book version
110

111. Muito obrigado pela atençao!
If you would like to know more …
Read the blog Profesor 3. 0
http://profesor3punto0.blogspot.com.es/
follow to @alfredoprietoma
on twitter
• Alfredo
alfredo.prieto@uah.es
111