Although there are a variety of definitions, the flipped classroom can be described as an approach to teaching that aims to make the most of class time. It does this by using out-of-class time for students’ interaction with course content, often in the form of reading assignments, recorded lectures, and/or videos. The face-to-face meetings are used to apply, analyze, and/or elaborate on the out-of-class content through student-centered and often hands-on activities. The term comes from the idea that this is a flipped version of a traditional classroom. Instead of direct instruction in class followed by problem solving and writing for homework, the flipped classroom moves much of the direct instruction before class so the instructor can facilitate active learning in class.
Faculty Perspectives Video 1: In this episode, faculty members answer the questions:
The following resources provide additional information on the basics of flipping the classroom:
Endicott College PDF on flipping basics: download
University of Texas at Austin webpage on flipping the classroom:
One of the appealing aspects of flipping the classroom is that it can be applied to a variety of courses throughout the disciplines. The method can be implemented in introductory to advanced classes, and can be designed to meet the needs of various types of learners. Some faculty choose to flip select topics as a way to make room for activities and/or demonstrations that would otherwise not be possible. Options include flipping an entire course, flipping one class a week, or one class a unit. Since there are countless ways to incorporate the flipped method into a course, it is important that the faculty member consider their content, their students, and their teaching philosophy when choosing activities and assignments. If you are just starting out, it may be a good idea to start small and depending on how effective your students and you find it to be, you can scale it up for the following semester.
Faculty Perspectives Video 2: In this episode, faculty answer the questions:
When designing a flipped lesson, start with the learning objectives you hope to achieve. It may be helpful to think of what you want students to know or do by the end of each activity. The following questions are designed to focus and give direction to lesson planning.
Ideas for out of class content delivery
Ideas for in-class activities
Faculty Perspectives Video 3: In this episode, faculty answer the questions:
As with any student-centered teaching method, creating a positive classroom environment with student buy-in is an important component for the method's success. However, the increased student accountability may conflict with student expectations leading to resistance, pushback, or negative feedback. Here are some tips regarding student buy-in from blogger and Mathematics faculty member Robert Talbert. The entire article can be accessed here.
Blog post: Flipped learning skepticism: Is flipped learning just self-teaching? http://chronicle.com/blognetwork/castingoutnines/2014/04/28/flipped-learning-skepticism-is-flipped-learning-just-self-teaching/
Faculty Perspectives Video 4: In this episode, faculty answer the questions:
Faculty Perspectives Video 5: In this episode, faculty answer the questions:
Additional resources for more information about the flipped classroom:
Flipped resources from other higher education institutions
Univeristy of Texas http://ctl.utexas.edu/teaching/flipping_a_class/how_to_flip
Articles on Flipping the ClassroomFinding “flippable” moments in your class: http://www.facultyfocus.com/articles/instructional-design/looking-for-flippable-moments-in-your-class/
Cecilia Rodriguez Milanes
College of Arts and Humanities Ilove teaching. For me the classroom is aplace of excitement, energy, challenge and beauty. Many educational philosophies have influencedmy pedagogy, the most important of which is a student-centered and dialogicapproach. I strive to empower students,challenging them to become better critical thinkers, r...
College of Business Administration Teaching is a critical aspect of my career. It is also a privilege to be part of students’ learning processes and contribute to their intellectual growth. My undergraduate teaching philosophy can be summarized in two perspectives: passion and diversity in learning experience.First, passion is the key to a ...
College of Sciences As a hyperactive, quickly bored child, I presented a sizable challenge to my teachers. Conventional teaching methods did not work with me, but if given a problem to solve, I spent many hours and tried many strategies in my attempts to figure it out. My reluctance to use conventional learning styles then became an ...