Final Project: Team-Based Learning (TBL) and the Flipped Classroom


Colgate faculty members will be the target audience for a series of professional development workshops I am designing. I’ll invite all faculty to attend but I expect to get a small group of about a dozen to be in the first iteration of this series. I don’t think an application is necessary but down the road if it becomes popular I will have them apply to the program in order to keep the group small and manageable. In order to feel comfortable with the technology and the concept of redesigning a course the participants should be comfortable using technology and have at least five years teaching. Colgate’s professors are as committed to their teaching and professional development as they are to their own research and publication. They are expert teachers and researchers in an array of academic fields. Out of 295 faculty, 99% have a PhD, or highest degree in their field. Offering professional development to this group has its challenges and rewards. Because the use of technology is completely voluntary I have found it difficult at times to gain interest from faculty in learning new instructional technology tools. In my new role as instructional designer I am being asked to not only offer workshops about technology tools but the pedagogy of teaching with technology as well. This is uncharted territory at Colgate. Despite the fact that I have an advanced degree in educational technology, the lack of a PhD can sometimes be a barrier between us. It is an unfortunate fact and I did not experience this at my last institution.  I am not without hope despite this, as our new President, Brian Casey, is very pro-technology and innovation and has made my new position part of a larger plan to bring our faculty into an environment where teaching with technology is a desirable and supported pursuit. It is a good time in Colgate’s history to be me!


I would like to offer a series of professional development workshops on student Team-Based Learning (TBL) and the Flipped Classroom. The term “flipped classroom” describes a teaching approach in which students are exposed to course content before class through recorded mini-lectures, readings or other sources of instruction. Time during class is spent delving deeper into course content with active learning exercises. Research shows that TBL improves learning by making use of both individual and team collaboration and assessment, in-class problem-based team learning activities, and peer teaching. TBL was originally developed 40 years ago by Larry Michaelsen, an organizational psychology professor to utilize the power of teams, and designed in such a way that avoids the drawbacks of groups.(Sibley, 2016, p. 7) TBL provides students with a small class feel even in large auditorium style classrooms. TBL instructors report better student attendance, preparation, and participation. Students report enjoying class and being more motivated and engaged. Working in teams builds problem-solving skills that are valued by employers in real-life workplaces. Just like on the job, students are expected to be responsible and prepared and bring their “A game” to the group. Teaching in this new technology enhanced learning environment often involves a complete course redesign which can be a time-consuming effort and overwhelming along with all the other responsibilities faculty members face. So, instead of transforming learning, even the most enthusiastic may find themselves reverting to PowerPoint slides. Without proper training, flipping a classroom using TBL can be less than inspiring.


Evidence of Need

This semester we have a very small handful of faculty that are flipping their classroom and using team based learning approaches, mostly science and math faculty. I have worked with two of them capturing mini lectures using the new Lightboard technology we just set up for this purpose. To say this teaching method has revolutionized the way they teach is an understatement. To see a 20+ year veteran professor become re-energized by flipping his classroom is very gratifying. He has gone on record to say it is a better way of teaching and that students are doing better in his classes because of it. Unfortunately, this approach hasn’t caught on yet and I am motivated to be a champion of it for two reasons: it can infuse new energy into a faculty member who may benefit from a renewed focus, and the students will directly benefit from their teacher’s enthusiasm. Students choose to study at Colgate University because they know they will be held to high standards. The students are high achievers but they have man different learning styles so finding multiple ways to engage them is important. One way this can be accomplished is with Team Based Learning. Any students who don’t pull their share of the load are quickly addressed because of the peer evaluations the instructor uses to grade individual students. A potential downside of peer evaluations is that students may either try to get revenge on group members they dislike or feel guilty about hurting anyone’s grades so give all high marks regardless of their contribution to the group.  Regardless, the ability to work on a team is invaluable. It’s a skill that needs to be practiced and honed, in the same way writing and reasoning skills are gained through repetition and thoughtful reflection. So, TBL and flipping the classroom may not be for everyone or all disciplines but I believe more faculty and students can benefit from this approach. The literature says it works! Students are more engaged and report higher level of engagement in TBL courses (Chung, Rhee, & Baik, 2009; Clark, Nguyen, Bray, & Levine, 2008; Kelly, et al., 2005). Teachers report increased excitement and engagement in their classrooms (Andersen, Strumpel, Fensom, & Andrews, 2011; Letassy, Fugate, Medina, Stroup, & Britton, 2008). Students perform better on final and standardized exams. (Letassy et al., 2008; Thomas & Bowen, 2011). A large class can be an asset Michaelsen, Knight, Fink (2002) found that students actually perceived a larger class size as beneficial to their learning with TBL.


  • Andersen, E. A., Strumpel, C., Fensom, I., & Andrews, W. (2011). Implementing Team Based Learning in Large Classes: Nurse Educators’ Experiences. International Journal of Nursing Education Scholarship,8(1).
  • Chung, E., Rhee, J., Baik, Y. (2009). The effect of team-based learning in medical ethics education. Medical Teacher,31(11), 1013-1017.
  • Clark, M. C., Nguyen, H. T., Bray, C., & Levine, R. E. (2008). Team-Based Learning in an Undergraduate Nursing Course. Journal of Nursing Education,47(3), 111-117.
  • Kelly, P. A., Haidet, P., Schneider, V., Searle, N., Seidel, C. L., & Richards, B. F. (2005). A Comparison of In-Class Learner Engagement Across Lecture, Problem-Based Learning, and Team Learning Using the STROBE Classroom Observation Tool. Teaching and Learning in Medicine,17(2), 112-118.
  • Letassy, N. A., Fugate, S. E., Medina, M. S., Stroup, J. S., & Britton, M. L. (2008). Using Team-based Learning in an Endocrine Module Taught Across Two Campuses. American Journal of Pharmaceutical Education,72(5), 103.
  • Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: a transformative use of small groups in college teaching. Sterling, VA: Stylus Publishing. 7
  • Sibley, J. (2016). Getting started with team-based learning. Sterling, VA: Stylus Publishing.
  • Thomas, P. A., & Bowen, C. W. (2011). A Controlled Trial of Team-Based Learning in an Ambulatory Medicine Clerkship for Medical Students. Teaching and Learning in Medicine,23(1), 31-36.


I will design the professional development workshops based on the idea of engaging students in active learning through the flipped classroom approach where in-class lectures are replaced with videos, tutorials, or simulations that students view, interact with, and complete on their own before coming to class. This may be a foreign concept to some faculty. We will explore the concept that during class time, students are actively engaged with each other in solving problems, discussing, applying their learning, and collaborating in teams. Because this could be all new we will explore the possibility of flipping an entire course or just a single lesson, so flipping the classroom can be a small project or a full transformation of the way faculty teach. During the workshop participants will learn about the tools involved in capturing their lectures but I see the TBL portion of it taking up the most time the workshops.

Resources on Flipped Classroom and Team-Based Learning 

  1. Video Overview about Team Based-Learning. Created by the University of Texas, Austin’s Faculty Innovation Center. It offers a good introduction to TBL, its processes and how to make it successful in your class. I will ask participants to view this prior to the workshop.
  2. New York Times article on Why Team-Based Learning Works. Written by Robert Jenkins, a professor at the Farmer School of Business at the University of Miami, Ohio. He talks about the senior capstone teams in the business school and how they are using TBL. This provides evidence of the success of TBL in a real life class.
  3. Article on What is TBL? by the UMASS Center for Teaching and Faculty Development. This article describes how TBL compares with traditional lecture-based learning, gives typical timelines for a TBL unit, and answers the all important question: “Do students learn as much as they do in lecture-based courses?”
  4. The Essential Elements of Team-Based Learning, Chapter 1 of Team-Based Learning: Small Group Learning’s Next Big Step. Offers a broad overview of TBL, and talks about the essential elements that are: groups, accountability, feedback and assignment design.
  5. Get Started with Team Learning  by the founder himself, Larry Michaelsen emphasizes the effectiveness of team learning as an instructional strategy based on the fact that it nurtures the development of high levels of group cohesiveness which, in turn, results in a wide variety of other positive outcomes.
  6. Educause article, Transforming Teaching in High-Tech, Collaborative Learning Environments with Critical Reflection. This article talks about how teaching in high-tech learning environments that center on collaboration and team-based learning often require a complete course redesign and great deal of faculty time
  7. TBL 101 and Creating an Effective TBL Module. Describes the makeup of workshops sponsored by
  8. The article: Preparing Students for Flipped or Team-Based Learning Methods.  By Balan, P., Clark, M., & Restall, G. (2015). This is pre-reading for the workshop “Getting Student Buy-in and Engagement with TBL or Flipped Classes” at the University of Florida. I will ask participants to read this ahead of time, as well.
  9. Flipped Classroom Workshop’s Article: This offers 8 free resources faculty can use when they want to flip their classroom on their own. Because some faculty want to work independently of the IT department’s support, there is a certain toolset needed to do this and these resources are free and require a relatively small learning curve.
  10. Edudemic Article: The Teacher’s Guide to Flipped Classrooms A great overview of what a flipped classroom is, the benefits of flipping, examples and the tools you can use. Included is a well done infographic that can be printed and used for reference.

2 Elements of Digital Citizenship Incorporated into Workshops

The two elements I will focus on are Accessibility and Section 508 and the use of mobile devices in the classroom. Both topics are near the top of Colgate faculty’s concerns.

  1. Accessibility and Section 508

It’s important for all schools, whether they be K-12 or both public and private universities to stay on top of the federal regulations regarding accessibility laws and to comply with them.  For example, the passage of Section 508, a 1998 amendment to the Rehabilitation Act of 1973, requires all electronic information developed, procured, maintained, or used by the federal government to be accessible to people with disabilities. Although this law only applies to electronic information coming from federal government, it requires states getting money from the Assistive Technology Act (ATA) to comply with section 508. That means all public universities in those states.

What Section 508 Means for Colgate. Colgate University is a private liberal arts institution that serves 2,500 students. The vast majority of courses are taught in the classroom via the traditional chalk and talk format but several MOOC courses are offered and more and more faculty are flipping their classrooms with recorded mini-lectures. Because it doesn’t receive funding through ATA, Colgate isn’t required to comply with section 508 standards in its web-based offerings. Despite that, like many private universities across the country, Colgate endeavors to embrace captioning for Section 508 & compliance laws and standards.  Specifically, Colgate wants to ensure that disabled students can access all their web-based media materials, including audio and video files.  For faculty creating online and video materials the ITS department will assist them in adding alt text to web images and help provide closed captioning and transcription for video.

Compliance is the Right Thing to Do. Universities like Colgate understand that section 508 is about more than compliance. Disabled Americans represent more and more students who will be applying to and attending school here. For us and for thousands of public and private institutions, according to the 2010 census, almost 20% of Americans, close to 57 million people, have a documented disability. (U.S. Census Bureau, 2010) We have quite a few veterans studying here and these Americans want to complete their educations, and go on to productive careers. I believe they are more likely to enroll at an educational institution that can meet their special needs.

Adding Captioning Improves Student Experience and Performance. Adding captions to course videos makes it easier for all students, not just the disabled, to find information they need. A report shows improves test scores according to professor Robert Keith Collins, from San Francisco State University. He found that when captions were added, student’s grades went up by a full letter grade! (Collins, 2013) If improved grades are the goal, the benefit of searchable captions are worth experimenting with. In addition to helping students search content, they can help with comprehension. They also enhance access and can potentially help Colgate enroll a more diverse student body. So there are more advantages besides captioning for Section 508.

3. The Use of Mobile Devices in the College Classroom

Anyone on the Colgate campus will tell you there are cell phones everywhere. The big question is: “How do students use their cell phones once they’re in the classroom?” In one survey students at six colleges said they use their cell phones an average of eleven times a day during class. (McCoy, 2013). In another study, 92% of students said they use their cell phones to send texts during class. (Tindell & Bohlander, 2012). I’ve had several faculty members inquire if we have any policies regarding mobile devices in class.  This is certainly a concern at Colgate and at schools everywhere.  I looked into research in this area, and found some studies referenced below. I’m not surprised that the evidence shows mobile devices are a distraction for students.

Research shows that we don’t multitask well using mobile devices in class. Comparing students who texted during class vs. those who didn’t, texting students took worse notes, retained less, and did worse on quizzing. (Mayer & Moreno, 2010) The other downside is that mobile device distracts fellow students.  A study on laptops found that students sitting near another student busy interacting on a laptop during class scored worse on a test than those not near students on laptops. (Sana, Weston & Cepeda, 2012)  Even though cell phones are smaller than a laptop, I personally find them to be a similar distraction. Conversely, I will defend mobile devices because they can be used  in the classroom in good ways, when controlled.  For example, instructors might want to do in-class surveys and ask questions using an application like Poll Everywhere.  The benefit of apps like this is they promote class participation and give faculty instant feedback on student learning. So the answer to whether or not mobile devices should be allowed in the classroom is complicated.  From what I’ve seen, most Colgate students like to take notes on their laptops, however, the temptation for distraction is a big issue. Should faculty prohibit students from using mobile devices in class?  It’s worth a conversation with students about the pros and cons and letting them know about the research in this area. My last thought about this is to encourage faculty to consider ways to engage with students during class in order to minimize temptations to misuse their mobile devices.


  • Collins, Robert Keith. (2013) Video captions improve comprehension, professor finds. San Francisco State University News. Retrieved May 02, 2017, from
  • Disability Rights Network of Pennsylvania. (2008). Assistive technology for persons with disabilities: An overview. Retrieved December 15, 2009, from:
  • Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist,38(1), 43-52.
  • McCoy, Bernard, (2013) Digital Distractions in the Classroom: Student Classroom Use of Digital Devices for Non-Class Related Purposes. Faculty Publications, College of Journalism & Mass Communications. Paper 71.
  • Sana, F., Weston, T., & Cepeda, N. (2012). Laptop multitasking hinders classroom learning for both users and nearby peers. Retrieved May 02, 2017, from
  • Tindell, D. R., & Bohlander, R. W. (2012). The Use and Abuse of Cell Phones and Text Messaging in the Classroom: A Survey of College Students. College Teaching,60(1), 1-9.
  • US Census Bureau Public Information Office. (2010). Nearly 1 in 5 People Have a Disability in the U.S., Census Bureau Reports. Retrieved May 02, 2017, from

Handout – Digital Citizenship

Session Design and Delivery

Google Form that assesses participants knowledge about the topic, and skill level they have with any tools. Google Form

Q. What evidence in the professional development suggest that the learning environment supports andragogical principles?

Malcolm S. Knowles’ theory of andragogy is a learning theory that is developed on the specific needs of adults. In contrast to pedagogy, or childhood learning, Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning programs must accommodate this fundamental aspect. (Smith, 2013). In this workshop participants will experience the flipped classroom and team based learning as they explore together how it can impact student learning and how they can implement it to transform their courses. I had intentionally designed the workshop to actually mirror or model a flipped classroom approach. Participants will receive access to information and resources to begin their exploration of flipped classroom possibilities prior to attending the workshop. The in-class portion of the workshop be interactive and will focus on engaging with other participants in self selected groups so that they can work collaboratively to develop a plan for flipping at least one lesson in a course.

Andragogy-based design of the workshop:

  • Adults need to know why they need to learn something:  research into the benefits of flipped classroom and TBL will be discussed on the basis of improving teaching and learning.
  • Adults need to learn experientially: the workshop will be modeled after the flipped classroom approach with in-class time devoted to group work and hands on developing each participant’s plan for implementing a flipped lesson with TBL.
  • Adults approach learning as problem-solving: The problem of meeting each unique learner’s needs is a constant concern and this workshop will address this with an actionable plan.
  • Adults learn best when the topic is of immediate value: The benefits of using the flipped classroom approach have been shown to improve learning and better engage students so there is immediate value to this workshop with takeaways.
  • Adults are most interested in learning subjects that have immediate relevance to their job or personal life. The workshop will provide concrete steps to this new approach that they can implement immediately.


Smith, M. K. (2013, April 04). Malcolm Knowles, informal adult education, self-direction and andragogy. Retrieved May 07, 2017, from

Q. In what ways does this tap into, and extend teacher interest or school goals?

There is a big push at Colgate University right now to provide faculty with more and relevant professional development. A new office called the Center for Learning, Teaching and Research was opened recently with this goal in mind. I am affiliated with this center and will provide professional development workshops with their director as co-sponsor. Both our new President and new Provost are very supportive of these efforts and have supplemented the budget to include stipends and release time for faculty pursuing workshops, teaching tables and conferences to improve their teaching. My workshop will directly tap into the university’s goals to improve faculty teaching.

Q. How does the environment and unit offer a variety of ways to explore and express ideas?

This workshop will be held in a 21st century classroom environment which offers the following advantages:

  • Technology Integration – The room is fully “wired” with technology but this workshop involves more than just use of technology, the faculty participating will be using technology to achieve goals in a different way than was possible before.
  • Collaborative environment – Many faculty are used to and may prefer to work alone. However, this is an option that doesn’t work well in a flipped classroom. They will be modeling what their students will be doing in the workshop. This collaboration will foster new ideas and exposes them to potentially differing viewpoints.
  • Opportunities for creative expression – Getting some brilliant faculty together will allow for their creative juices to flow, produce some “ah ha moments,” and build their confidence to teach a new way.
  • Inquiry based approach –  The core idea is to have participants approach this new teaching method in the context of answering their question or their need to improve their teaching.
  • Justification for answers – One of the problems I encounter in working with faculty is their lack of reasoning for not integrating technology.  This workshop should fostering an expectation positive changes in their teaching and encourage them to approach teaching from a number of different angles and discover what they truly believe is the most effective approach.
  • Hands-on learning – The participants will have a hands-on workshop experience while they are learning about hands-on learning for their students! Long a staple of science courses, they provide a great opportunity to solidify and reinforce lectures.  The opportunity to do this in a group of fellow educators will only enhance their experience.
  • Teacher as facilitator – My workshop style will not be the teacher as authoritarian figure standing in the front of the room writing on a board.  My role will be to work beside participants providing support and encouragement for their personal journeys of growth.

Q. What structures and tools will you use to enable your learners to work collegially and to contribute to the community of learners?

The workshop format will be very interactive and collaborative because the nature of such workshops encourages creative thought and can quickly accomplish more with the group energy. The workshop will have a structured set of facilitated activities for groups of faculty who will work together to explore a the problem of student engagement and learning and the solution of the flipped classroom and TBL approach. The layout of the 21st century classroom will enhance the collaboration and interactivity of the workshop. Here is an example of a similar setup:

Screen Shot 2017-05-07 at 10.27.12 PM.png

Pavelin, K., Pundir, S., & Cham, J. (2014, February 27). Example room layout for an interactive workshop [Digital image]. Retrieved May 7, 2017, from

Instructional Map

How might we design a meaningful professional development opportunity that supports Colgate faculty as they redesign their curriculum to allow for flipping their classroom and using team based learning during in-class lecture time?

ISTE Teacher Standard(s) workshop addresses:

Standard Describe the connection


Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. Offering recording of lectures prior to class then using in-class time for personalizing learning activities allows for students’ diverse learning styles, working strategies and abilities.  Using the Team Based Learning format gives students a variety of formative and summative assessments throughout the class. Not only do students need more than one way to access or learn content, but they also need multiple ways to demonstrate that they have mastered it. Creating interesting TBL activities will accomplish this.


Series Learning Outcomes

  • Participants will learn about the flipped classroom approach and how it can impact student learning
  • Participants will practice and develop skills for creating effective Team-Based Learning modules.
  • Participants will learn about principles of peer evaluation in team based learning

Outline the Learning

1) Session Title 2) Session Learning Outcome 3) Steps and resources

Exploring the Flipped Classroom Approach

Participants will explore the flipped classroom approach – how it can impact student learning and how faculty can implement it to transform their courses Participants will have different types of activities, such as individual, paired, and whole group tasks.

We will begin with a hands-on activity as soon as possible and keep PowerPoint to a minimum. The sessions will be divided up into the following phases:

  • Opening  –  generating ideas
  • Exploring – experimenting with new ideas of the flipped classroom and TBL teaching method
  • Closing – evaluating, deciding on an action plan
  • To conclude each session there will time for presenting back to the group and discussing outcomes of each activity.

Designing Effective Group Work

Participants will learn how to design group work that really works Participants will design group assignments that:

  • are effective for developing students’ critical-thinking skills
  • promote positive attitudes about group work
  • can be graded easily and fairly
  • can be used with any level of students and in large classes

Writing an Effective TBL Module

Participants will practice and develop skills for creating effective Team-Based Learning modules Participants will be evaluating:

  • Learning objectives
  • Readiness assurance test questions
  • Application exercise questions
  • The principles of backward course design

Peer Evaluation in Team Based Learning

Participants will learn about principles of peer evaluation in team based learning Participants will learn how to:

  • describe the different types of peer evaluation in team based learning
  • understand the qualitative and quantitative forms of peer evaluation
  • appreciate the importance of peer evaluation in TBL, and learn ways of helping students become comfortable with evaluating their peers

Invitation to Learn

Video Invitation to Flipped Classroom and Team Based Learning Workshop

Instructional Aids & Supporting Documents

Powerpoint Presentation – Colgate Workshop on Flipping the Classroom and Team-Based Learning:

Handouts and Visuals

  1. Flipped Classroom and Team-Based Learning Handout:
  2. 4 Ways to KNow You Have a Flipped Classroom Infographic:
  3. 5 Steps to Team-Based Learning (Powtoon Video):

How will you know if your sessions reach the goals? Design a tool to help you gather this information from your learners?

Self Assessment

How is this professional development be different than what you would have planned prior to EDT 520?

This professional development is different from prior workshops I’ve planned in its thorough research that I was able to accomplish. I feel very confident in my ability to facilitate this workshop now because of the method in which I will present it to Colgate faculty.  Because it will be delivered in a “flipped classroom” format, my role will be a guide or coach rather than talking head and expert. I am excited about engaging faculty in this form of active learning and collaboration and hope to model exactly what I want them to be teaching. As a non-faculty professional I have always felt respected by the faculty I serve but any professional development I have offered has been in the traditional workshop format where I stand at a podium and “teach” them what I know about a technology tool or application. This workshop will be much more than that. I will be teaching them a new method of teaching and it will change everything for them. I am very hopeful and expectant for the brave souls who are willing to undergo the hard work involved in flipping their classroom.

 Mastery of four of these outcomes  

All, including Leadership 1 Read and synthesize literature and research on educational technology to support personal experiences and deepen conceptual knowledge
2 Engage with peers and professional learning network through a variety of modalities to lead and contribute to discussions on educational technology to support deeper reasoning
3 Through various modalities engage in reflective practice and goal setting
Learning Environments 4 Articulate a personal philosophy of educational practice that demonstrates awareness of educational psychology, cognitive principles, conceptual models for technology integration (i.e. TPACK, SAMR)) and learning theory
Teaching and Learning 5 Demonstrate fluency with new educational tools, and articulate the affordances and constraints of such tools to support educational practice
6 Plan for educational experience (of K-12 students or adults learners) that demonstrates the ability to use educational technology, sound educational philosophy, and plan for local context
Digital Citizenship 7 List filters for considering new educational tools that demonstrate awareness of ethical, legal, and safety implications of educational technology
Professional Practice 8 Articulate the difference between andragogy and pedagogy

My final project reflects how I’ve been able to read and synthesize literature and research on educational technology to support personal experiences and deepen conceptual knowledge. After reading current research I now have a more in-depth understanding of andragogy and how important it is to understand this concept when planning an adult professional development experiences. The approaches of andragogy are considerably different than that of pedagogy. I now have the ability to articulate the difference between andragogy and pedagogy. As I design this professional development workshop I will do so while keeping in mind the six essential principles of Andragogy. (Knowles, 1980):

    1. Adults need to know why they need to know something before they are taught it. Colgate faculty who participate in this workshop are self selected and volunteer to spend their free time in order to learn how to flip their classroom. It will be important for me to explain how their teaching will benefit from this.
    2. The self-concept of adults is heavily dependent upon a move towards self direction. Most faculty would prefer to learn on their own so having them come together in a group learning setting can be fraught with issues of differing technology abilities. I will incorporate time for them to craft an action plan for themselves that makes sense and fits in with their teaching goals.
    3. Prior experiences provide a rich resource for learning. If a faculty member has experienced what it’s like to be a student in a flipped classroom and is comfortable with collaborative learning they will be more successful in future delivering instruction in a flipped classroom environment..
    4. Adults typically become ready to learn when they experience a need to cope with a life situation or perform a task. Again, they are in the workshop to learn who to change their teaching method and will need to accomplish at least one flipped lesson before the fall semester begins.
    5. Adult’s orientation to learning is life-centered, and they see education as a process of developing increased competency levels to achieve their full potential. Their lives are their teaching jobs and how well they perform depends on not only their subject knowledge but the way they deliver instruction. Being capable of changing the way they teach because of the positive impact on student learning, is critical to their delivering this type of instruction.
    6. The motivation for adult learners is internal and not external. The desire to be successful in helping their students learn best is definitely an internal motivation for most Colgate faculty.



When looking at these principles it is evident that I need to shape my faculty development to encourage self direction where faculty have responsibility in the learning process. I am excited, yet challenged by how to incorporate a more inquiry-based model into my workshops. Most adults learn best this way. In his book, A More Beautiful Question, The Power of Inquiry to Spark Breakthrough Ideas, Warren Berger shows that the way to effect change whether it be education or Silicon Valley is to ask questions. One of the primary drivers of questioning is an awareness of what we don’t know (Berger, 2014). Children are natural questioners but it’s only as we grow older we squelch our ability to ask questions in order to understand the world around us.The companies that dared to ask the hard questions are now finding success in the answers. Reading more about inquiry-based learning has given me ideas on how to re-design future workshops to emphasize a more student centered, inquiry based approach. I wonder what it will be like if I let faculty drive their professional development by asking the questions about what they don’t know? Stuart Firestein, in his book Ignorance: How it Drives Science, argues that one of the keys to scientific discovery is the willingness of scientists to embrace ignorance – to use questions as a means of navigating through it to new discoveries (Firestein, 2014). By questioning their integration of a new technology and how it impacts student learning, a faculty member may find more motivation to adopt a new teaching method like flipping a classroom.

While designing this professional development experience for Colgate faculty I found it really challenging to incorporate elements of digital citizenship into the overall plan. Because I have never done this before I wasn’t sure how faculty would respond, but the more I researched it and considered how it could fit in, the more I realized how important it will be to include it. One of the loudest complaints we hear from faculty is about the use of mobile devices in the classroom. Because of this, I found a good connection to include this in along with information about accessibility and section 508. I am sure this discussion will be very spirited because there are very differing opinions, but I will present the research and resources I have found in order to better inform the participants. The sessions that I have designed for this workshop will provide an authentic experience for faculty to truly understand what it means to flip their classroom and incorporate meaningful team based learning into it., Because I am delivering the workshop in a flipped manor I believe it will give the participants a “student-like” experience where they can “do” the class just like their students will..  There are multiple ways for faculty to flip their classroom using different technological tools.  During this workshop I will go over them briefly but don’t want to focus on the technology as I expect to meet with each faculty member individually to coach them on the video recording aspect.  In the future I will be more mindful of the andragogical practices that I should be using as I develop professional development opportunities.  

Please use the EDT 520 Final Project Rubric , and self assess your performance in the far right column

Powerpoint Presentation to be given during the workshop: EDT520Final.

Handouts for Workshop:

FlippedClassroom-TBL Handout

4 Ways to Know you have a Flipped Classroom

Powtoon Video on Team-Based Learning:


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