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/
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College of Sciences In any class I teach, I believe that it is essential to engage students and facilitate their ability to be active learners. To accomplish this I use an interactive teaching approach relying on the use of several different teaching methods, as I believe education only occurs when students are thoroughly inv...
College of Business Administration I believe that a professor must create knowledge and effectively disseminate that knowledge to students. I carry my enthusiasm for research excellence to my teaching. I pursue teaching excellence by setting high expectations of students, giving rigorous and up-to-date course material, showing my genuine care about...