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https://www.playposit.com/listcode/511807/v921a3

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https://www.lynda.com/Business-tutorials/Flipping-Classroom/144198-2.html

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A straight forward guide to planning and designing flipped learning lessons from the University of Waterloo.

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In a flipped classroom students engage with lectures or other materials outside of class to prepare for an active learning experience in the classroom.

This is not a new idea, but the current usage of the term "flipped" is generally associated with students engaging with materials online followed by in-class activities that involve peer learning or small-group work. There are many activities that can be part of a flipped class such as discussions, debates, clicker questions, Q and A, demonstrations, simulations, peer tutoring and feedback, and role playing. An instructor may choose to flip just a few classes a term, where the concepts lend themselves to active learning experiences, or to flip all classes. As in all class planning, the objectives of the class must be determined before the activities are planned. See CTE Teaching Tips, " Writing Intended Learning Outcomes."

Why flip?

In a lecture, the attention of most students starts to decrease after ten or fifteen minutes, so flipping the class can help keep students focused and learning for the whole period.

Flipping the classroom means that students have time to process and reflect on concepts and increase their knowledge base before coming to class to apply their learning.

Instructors can get a sense of where students are having difficulty with the course material or have questions or misconceptions about concepts (possibly through an online assessment or discussion forum) before they come to class. Instructors can then adjust what will be done in class depending on this feedback. This is often called "just-in-time teaching" (JITT).

Students can control the time, pace and place of learning with the online materials. Many students find it useful to repeat segments of an online presentation when they are having difficulty with a particular concept or when they are studying for the final exam. For some students the ability to rewind and listen to a presentation or explanation again can help them make more meaningful notes or overcome language fluency difficulties.

Although an up-front investment of time is necessary to create online materials, including video content, the materials can be reused by the instructor from year to year.

Flipping some classes can add some variety and change of pace to classes and make the course more interesting for both students and instructor.

There is evidence that having students engage in active learning and peer learning in class leads to deeper understanding and greater retention of concepts than traditional lecture information transfer in class.

A planning model for flipped classes

Often when instructors are planning to flip a class they focus all their attention on planning the activities that the students will do in class and on what the students will do online to prepare for that active learning in class. However, there are two other aspects of the flipped-class design that require planning: how the activities will be introduced to the students and how the instructor and the students will know that they have adequately prepared for the in-class experience.

Introduce the task

The goal of this stage of the flipped class is to maximize student participation/readiness for the activities they will be doing online and in-class. Instructors should introduce the tasks by clearly explaining their expectations for what the students will be doing and the amount of time the students will need to invest to be ready for the class activity. Explaining what they will be doing and why being prepared for the in-class activities is also important. For some students, active learning in the classroom will be a new experience so a "no surprises" approach can reduce possible anxiety about a more participatory approach to learning.

Out-of-class task

Carefully consider the choice of media for the online activities and materials. Instructors can create their own materials such as narrated PowerPoints, screencasts and podcasts, or reuse online content such as websites, readings and videos. Video content should be concise -- no more than 10-15 minute segments -- and it can be helpful to students if there are guiding questions or prompts to help them recognize the keys objectives of the preparatory work. If instructors include an online means for students to submit questions about difficult concepts or other questions, they can use some class time to discuss these issues. For examples of activities see CTE Teaching Tips, " Online Activities and Assessment for the Flipped Classroom".

Assess the learning

Before the in-class session both the instructor and the students can benefit from knowing if the students are adequately prepared for the in-class activity. Self-assessment quizzes or low-stakes online quizzes can be a good way to assess if students are adequately prepared. Ideally these assessments are short (3 to 4 questions), and include questions that provide an opportunity for students to apply what they have learned rather than questions that merely test factual knowledge. Formative feedback on the assessment questions and an opportunity for students to pose their own questions to the instructor can also be included. Evidence of preparation can also be provided through a short assignment or assessment at the beginning of the in-class portion of the flipped class. Learning and assessment are interconnected: low stakes or formative assessment is a valuable learning tool for students.

In-class activities

The most effective activities for promoting deep learning are those that create opportunities for peer-to-peer learning, student-instructor dialogue, and opportunities for active learning. The objectives of an activity should be clearly linked to course objectives and assessments; the in-class activity time can be used to encourage students to be creative and make discoveries (and errors) in a relaxed, low-risk environment. For examples of activities see CTE Teaching Tips, " Active Learning Activities" and " In-class Activities and Assessment for the Flipped Classroom".

Motivation

Student motivation, which underlies the whole learning process, can be affected by the design of the activity. An enthusiastic instructor who has good rapport with students and creates an open and positive atmosphere in class can motivate student participation and learning. Activities that are designed to be challenging, but achievable, can help motivate students. Also students will be more motivated if they find personal meaning and value in the material and see that the course is relevant and linked to their future success. Providing frequent feedback to students as they complete their learning can also increase motivation.

What are the potential challenges of flipping?

Trying a new approach for a single class or many classes in a term will have its challenges. The following are real but not insurmountable.

Increased work load for the instructor. Time and effort is required to rethink and prepare both pre-class and in-class activities; however, activities can often be reused without too much effort the next time the class is offered.

Instructors might need to decrease the course content. With more student participation and dialogue, instructors may find that they are not able to "cover" as much material as they have in that past, so rethinking the learning outcomes of the course may be necessary. The concepts that are learned are likely to be retained for longer and applied more effectively with the active learning component.

Not all active-learning strategies are feasible in large classes. The activities that can be feasibly facilitated in a really large class are fewer than those in a small class, but there are still many ways to engage students in applying concepts and peer learning. A mixture of mini-lectures and think-pair-share and/or the use of clickers can be effective even in really large classes - see Activities for Large Classes.

Students might resist changing from a lecture approach. For many students being passive in a lecture is easier and less intimidating than being actively involved in a class. However, if asked, students often acknowledge that active, deeper learning experiences are more valuable and that they prefer meaningful learning in the classroom. (See First Day Questions for the Learner-Centered Classroom by Gary Smith for a strategy to introduce students to active learning.)

Be prepared for some students not being prepared. Hopefully instructors have taken the requisite steps to ensure that students are prepared for class, but if students do come to class unprepared, don't re-lecture -- move forward anyway. Once students see that you are serious about supporting active learning in the classroom, they will likely be better prepared the next time.

Technology. Who has ever used a new technology without some kind of technical issue? Be prepared for blips along the way and contact your CTE liaison to find out how to get support with using teaching technologies.

CTE teaching tips

Other resources

This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Course design: planning a flipped class. Centre for Teaching Excellence, University of Waterloo .

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Course Design: Planning a Flipped Class | Centre for Teaching Excellence

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In a flipped classroom students engage with lectures or other materials outside of class to prepare for an active learning experience in the classroom. This is not a new idea, but the current usage of the term "flipped" is generally associated with students engaging with materials online followed by in-class activities that involve peer learning or small-group work.

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In Class
Ideas from the University of Waterloo for  in-class activities.

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In-Class Activities and Assessment for the Flipped Classroom | Centre for Teaching Excellence

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In a flipped classroom students engage with lectures or other materials outside of class to prepare for an active learning experience in the classroom.

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Ideas from the University of Waterloo for online activities that prepare students for the in-class portion of the flipped lesson.

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In a flipped classroom students engage with lectures or other materials outside of class to prepare for an active learning experience in the classroom. For a more detailed description of what a flipped classroom is and what in-class activities are possible see CTE Teaching Tips, " " and " Course design: planning a flipped class In-class activities and assessments for the flipped classroom ".

How will my students prepare for the in-class activities?

Typically students will do either some form of reading assignment or watch a video or a screencast online to prepare for the in-class portion of the flipped class.

Online Readings: Depending on the learning objective(s) of the flipped class, students may need to read an article, book chapter or website to prepare for the in-class activities. To help students identify the most important concepts or information, and to motivate them to engage deeply with the reading, try to include at least one of the following:

guiding questions

reflective questions

annotations

highlights of the key points or parts of the text or a diagram.

Screencasts: Screencasts are recordings that capture audio narration along with computer screen images. Screencasts are typically used to introduce new complex concepts, to review foundational concepts, or to show visually complex activities (such as lab demonstrations or technical processes) or distant locations (such as field environments). Research has demonstrated that students' attention declines in the first 10 to 15 minutes of a lecture (McKeachie and Svinicki, 2006), and it is therefore recommended that any screencast materials be chunked to produce shorter segments (~10-12 minutes long). Guided questions, reflective questions or short quizzes between the short segments (see Interpolated Memory Tests) can help students engage more effectively with these materials.

How can I be sure that the students completed the out-of-class work?

More importantly, how do we make sure that the students have learned what they were supposed to learn online? Designing a plan to assess if students have completed the assigned online work and to gauge if they have understood the concepts helps both the students and the instructor prepare for the in-class portion of the flipped classroom (see " Assess it and they will do it"). A low-stakes, formative assessment that is associated with the out-of-class work helps students know if they have understood the concepts and provides a way to give them feedback on their understanding. When designing formative assessment consider the following:

Will the assessment be worth grades or not?

How long will the assessment take the students?

If graded, how long will the assessment grading take the instructor or teaching assistants?

How frequently should the students be assessed before class?

Once the assessment is completed it is important for the instructor to take the time to go through the responses before class and to review the responses to find similar themes. In class the instructor can then reiterate the concepts where students had misunderstandings or confusion before starting the in-class activity. Remember to consider: where the assessment fits into the "big picture" of the course, how it maps to the overall learning outcomes and other major assessments, and is the assessment reasonable with respect to the students' workload. See CTE Teaching Tips, " Learner-centred assessment ".

Activity and assessment strategies

Online Quizzes - There are many different implementation possibilities for using online quizzes depending on the instructor's objectives.

Low-stakes online quizzes or self-assessments that are not graded can be used to gauge the students' learning of the material and ensure their understanding of the threshold concepts covered online. They also form an efficient vehicle for giving the students fast and constructive feedback.

Consider using an online version of ConcepTests that focus on a single concept, are of intermediate difficulty, and cannot be solved using equations but focus on real understanding of a process or theory.

Online quizzes can use a combination of multiple choice, multiple select, and short answer questions. Ask questions that go beyond just testing for coverage of the material or simple recall (i.e. have at least a couple that are difficult to answer without thinking about the material in an analytical way).

Consider asking the students to include a rationale or provide the reasoning for their responses.

A final question that asks for their "most difficult or confusing points" about the material can help uncover learning bottlenecks that can then be addressed in class.

Grade the students on their effort, rather than the degree of correctness of the answers (see a simple rubric developed by Eric Mazur's group at Harvard for "effort grading").

Online Discussions - Similar to quizzes, there are many different ways of incorporating online discussion boards to assess students' learning. Instructors can give quick and constructive feedback on their contributions, wait to debrief, or continue the discussion in class.

For example, consider asking the students to:

participate in an instructor/TA led online discussion that relates to the activity that they completed;

start, facilitate and run a discussion concerning what they learned and/or how to apply it;

use group discussion boards to develop, articulate, and formulate their ideas and logic before presenting/defending them in class;

formulate a question about the online topic or reading for further discussion in class.

Allow the students adequate time to post their ideas and comments. The instructor can also consider using a "post-first" discussion, so the students can post their ideas without being biased by other students' postings; the class discussion posts only appear after the student's first post has been made.

Definitions and Terminology - Asking questions that focus on the meaning of new words or terminology and that help students to consider the words in more depth can lead to deeper understanding. These questions can either be given to students within an online quiz, or as a question posed to an online discussion board which students can then respond to individually.

Concept Maps - Concept maps provide a visual representation of connections between concepts that students have learned. These concepts are connected by directional, labeled links to show the relationships between them. Concept maps are excellent tools that can provide instructors with a formative assessment of students' learning and misunderstandings after the online learning activities (See Concept Maps). For example, the instructor can post an incomplete concept map where students are asked to fill in the blanks to build a complete map that is then submitted to an online drop box where they get feedback on their individual work either online before class or at the beginning of the class. Please see CTE Teaching Tips " Rubric for assessing concept maps ".

One paragraph summary or précis writing - Ask the students to write and submit a paragraph, a one-page summary, or a précis after an online reading. Students can practice their ability to effectively summarize a longer text, and this also allows the instructor to gauge students' learning, giving them an opportunity to focus on their misunderstandings during class.

Critical Reading - Ask the students to respond to an assigned reading (research paper, article, book chapter). For example, ask them to reflect on the paper, analyze the information, or criticize and evaluate the ideas. An online dropbox, discussion forum, or less formally, a blog can be used to gather their writings and give feedback on their submissions. This can be preparation for discussion with peers in class.

Peer Review/Assessment - By reviewing their peers' work, students consolidate, reinforce and deepen both their own and their peers' understanding of the material they learned. This can help students to build critical analysis skills, become comfortable with receiving criticism and justifying their position in further in-class discussions. This activity can be done using an online discussion board or a group dropbox in which students all have access to each other's submissions. The instructor will be able to evaluate the students' critiques and their understanding of their peers' work.

Getting ready for the "Just in Time Teaching (JiTT)" - When students ask questions or provide online feedback to the instructor after the online learning activity, the instructor can respond by designing Peer Instruction or JiTT activities for the in-class portion of the flipped classroom. These activities help in clarifying students' misunderstandings before they are incorrectly reinforced or learnt. ( An example of JiTT.)

Resources:

McKeachie, William and Marilla Svinicki (eds.), McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, College Teaching Series, Florence: Cengage Learning, 2006.

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Online Activities and Assessment for the Flipped classroom | Centre for Teaching Excellence

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In a flipped classroom students engage with lectures or other materials outside of class to prepare for an active learning experience in the classroom. For a more detailed description of what a flipped classroom is and what in-class activities are possible see CTE Teaching Tips, " " and " Course design: planning a flipped class In-class activities and assessments for the flipped classroom ".

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Create interactive lessons that students can participate along with in class.

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Powtoon allows you to create engaging, animated presentations.

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Powtoon | Create Awesome Videos Yourself

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Powtoon gives you everything you need to easily make professional videos and presentations that your clients, colleagues, and friends will love! No design or tech skills are necessary - it's free, easy, and awesome!

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Jing is a computer-based free tool for created narrated learning videos that are up to 5 minutes long. They can be hosted on their screencast.com web site.

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Yes, Snagit has customizable hotkeys for every type of caption!

For a Global Capture, use Print + Screen + C on Mac, and PrntScr for Windows. Or, customize the shortcuts to fit your needs best.

To start and stop screen recording, use Control + Shift + Space bar to start and stop on Mac, and use Shift + F9 on Windows.

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TechSmith Snagit | Screen capture and screen recorder

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The ultimate screen capture & video recording on Windows and Mac. Simple and powerful. Capture images & record videos of your computer screen. Free trial!

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Learnia web-based tool for creating narrated learning videos.

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Khan Academy online videos cover various topics including biology and medicine.

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FINDING CONTENT: Open Online Learning Resources

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FINDING CONTENT: Open Online Learning Resources

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MERLOT is a peer-reviewed collection of free-to-use learning resources.

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The MERLOT system provides access to curated online learning and support materials and content creation tools, led by an international community of educators, learners and researchers.

MERLOT is an international community of educators, learners, and researchers.

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Submit an online learning material you've found or created to the MERLOT Collection.

Create your own materials, add materials to the MERLOT collection, and be a part of the community. All for free!

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The MERLOT system provides access to curated online learning and support materials and content creation tools, led by an international community of educators, learners and researchers. MERLOT is an international community of educators, learners, and researchers. Submit an online learning material you've found or created to the MERLOT Collection.

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FINDING CONTENT: Open Educational Resources

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FINDING CONTENT: Open Educational Resources

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Open Educational Resources are available for use based on Creative Commons licensing. Great resource to find out-of-class lesson content for learners to review.

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Open Author helps you build and publish Open Educational Resources for you and for the benefit of educators and learners everywhere.

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OER Commons is a dynamic digital library and network. Explore open education resources and join our network of educators dedicated to curriculum improvement.

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TIPS and TRICKS: Focus Series: Flipped Classroom

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TIPS and TRICKS: Focus Series: Flipped Classroom

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This publication includes an excellent series of short, practical articles that focuses on all aspects of implementing the Flipped Classroom.

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Faculty Focus | Higher Ed Teaching & Learning

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February 6

By: Barbi Honeycutt, PhD
Why "unplug" in the classroom?
In his book Teaching Naked, Jose Bowen challenges us to rethink the role of technology in our courses and be more intentional about when we use it, why we use it, and what our students do with it. Bowen (2012) explains, "Technology is most powerfully used outside of class as a way to increase naked, nontechnical interaction with students inside the classroom" (preface, p. x). Here are three reasons you might want to consider adding unplugged strategies to your classroom:

To increase focus. In my work, the FLIP means to "Focus on your Learners by Involving them in the Process" (Honeycutt 2013 & 2016a). When you FLIP, you focus on integrating active learning strategies and helping students achieve higher-level learning outcomes when they are in class with you and their peers. When your students disconnect from their devices for part of a lesson, they can connect with each other and work with the course material in a different way. They are focused on the task of solving a problem, organizing information, analyzing content, or creating something new.

To decrease distractions. In a 2013 study, undergraduate students reported using a device (phone, laptop, tablet) almost 12 times a day during class for nonclass activities (McCoy). Interestingly, in 2012, researchers found that students did not have to be the ones engaging in nonclass activities to be distracted. Students in view of a peer engaged in off-task activities scored 17 percent lower on a post-lecture comprehension test (Sana, Weston, and Cepeda, 2012).

To add value. One of the most common challenges faculty face when implementing flipped and blended instructional design models is how to encourage students to complete coursework outside of the in-person class time. Students need to know how their out-of-class work will be used in class. Bowen (2012) explains, "Nothing has more potential to eliminate boredom and create an incentive for a student to come to class prepared than a complete rethinking of the use of class time, overhauling it from a passive listening experience into a transformative learning environment" (p. 185).

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flipped classroom Archives - Faculty Focus | Higher Ed Teaching & Learning

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February 6 By: Barbi Honeycutt, PhD Why "unplug" in the classroom? In his book Teaching Naked, Jose Bowen challenges us to rethink the role of technology in our courses and be more intentional about when we use it, why we use it, and what our students do with it.

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As defined by University of Texas at Austin. Their web site includes helpful guidelines for developing Flipped Learning lessons.

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Flipped Classroom | Faculty Innovation Center | The University of Texas at Austin

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Like the best classes have always done, this approach supports instructors playing their most important role of guiding their students to deeper thinking and higher levels of application. A flipped class keeps student learning at the center of teaching.