Type of Presentation
Workshop (1 hour and 15 minutes)
Target Audience
Higher Education
Location
Room 210
Abstract
This workshop will introduce participants to the “flipped classroom” and provide them with hands-on experience planning a library session that uses this new approach. In the flipped classroom, lectures are replaced with pre-class assignments, usually in the form of videos or online tutorials. Class time can then be used for active learning exercises that deepen students’ knowledge of the material.
Participants will be asked to complete a pre-assignment, which can be finished just prior to the session. Workshop leaders will begin by reviewing the flipped classroom and describing the flipped lessons they have used at their academic library (15 minutes). Participants will then work in small groups to develop their own flipped lesson plans (20 minutes). Groups will select a learning objective and complete a handout to help them determine the content and medium of their pre-class assignment, and the content and active learning strategies for the in-class work. As they develop their lesson, one group member will record observations about the effectiveness of the flipped approach for this workshop. The entire workshop will then discuss the planning process, share their lessons, and reflect on their flipped experience (15 minutes).
The session will close with a summary of the presenters’ research on the flipped classroom (15 minutes). They are completing a multi-semester study of the effectiveness of the flipped classroom for one-shot library sessions in business, education, and health sciences. Preliminary data will be presented, as well as tips and lessons-learned. Time will be reserved for questions (10 minutes).
Presentation Description
An activity based, interactive workshop for librarians who wish to learn methods of implementing the flipped classroom in information literacy classes. This approach replaces lectures with pre-class assignments, usually in the form of videos or online tutorials, freeing class time for active learning. Participants will work in groups to gain understanding of the benefits and best practices of the flipped classroom. Participants will create a flipped lesson plan using activity planning tools provided, and group discussion.
Keywords
Active learning, flipped classroom, information literacy, library instruction
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Cohen, Madeline; Lehner-Quam, Alison; and Wright, Robin, "The Information Literacy “Flipped Classroom” – A Lesson Planning Lab" (2014). Georgia International Conference on Information Literacy. 62.
https://digitalcommons.georgiasouthern.edu/gaintlit/2014/2014/62
The Information Literacy “Flipped Classroom” – A Lesson Planning Lab
Room 210
This workshop will introduce participants to the “flipped classroom” and provide them with hands-on experience planning a library session that uses this new approach. In the flipped classroom, lectures are replaced with pre-class assignments, usually in the form of videos or online tutorials. Class time can then be used for active learning exercises that deepen students’ knowledge of the material.
Participants will be asked to complete a pre-assignment, which can be finished just prior to the session. Workshop leaders will begin by reviewing the flipped classroom and describing the flipped lessons they have used at their academic library (15 minutes). Participants will then work in small groups to develop their own flipped lesson plans (20 minutes). Groups will select a learning objective and complete a handout to help them determine the content and medium of their pre-class assignment, and the content and active learning strategies for the in-class work. As they develop their lesson, one group member will record observations about the effectiveness of the flipped approach for this workshop. The entire workshop will then discuss the planning process, share their lessons, and reflect on their flipped experience (15 minutes).
The session will close with a summary of the presenters’ research on the flipped classroom (15 minutes). They are completing a multi-semester study of the effectiveness of the flipped classroom for one-shot library sessions in business, education, and health sciences. Preliminary data will be presented, as well as tips and lessons-learned. Time will be reserved for questions (10 minutes).
