Designing Flipped Classes
Brief Overview
Flipping the classroom is a human-centered instructional approach that encourages learners to engage with materials such as lectures, readings, videos, and other content outside of class to prepare for activities focused on concept application during in-person and synchronous class meetings. This approach allows learners to work at their own pace, focus on comparing new content with prior knowledge, and formulate critical questions, freeing up class time to be used for interactive exercises, group work, and individualized support. Because a flipped classroom may be an unfamiliar experience for many learners, this approach takes special consideration in design and facilitation.
How To Set Up A Flipped Class
The following considerations may benefit learners when designing and setting up a flipped classroom:
- Define the flipped classroom. Prior to flipping your classroom or at the beginning of the semester, take time to introduce your learners to the concept, purpose, opportunities, and potential challenges of a flipped classroom so they know what to expect.
- Communicate expectations. Provide learners with a detailed schedule of asynchronous learning tasks, explaining how to prepare for, engage in, and benefit from planned in-person or synchronous activities.
- Develop course resources. Compile readings, videos, and other resources that support learning objectives, providing critical questions learners should consider and guidance for effectively interacting with the materials.
- Record video lectures. Break up course lectures into short (5-10 minute) video segments focused on relevant content that learners can watch before class. Ensure clear audio and visuals with captioning for accessibility, and consider adding time stamps in the video description in Elearning for ease of navigation.
- Design for active learning. Develop activities such as case studies, hands-on labs, collaborative projects, and peer discussions that build upon and support learners in the application of knowledge gained prior to class.
- Integrate formative assessment and feedback. Use knowledge checks, reflections, and other low-stakes assessments to gauge learner understanding and inform instruction. Incorporate regular and substantive opportunities to offer personalized feedback and support for individual learning needs.
- Evaluate and improve. Administer midterm and end-of-semester surveys to gather learner feedback on their experiences and identify areas for improvement in the flipped classroom approach.
Strategies to Support a Flipped Classroom
Flipped classroom approaches create more space for facilitated active learning. The following strategies can be used to support learners in a flipped classroom:
- Reading or Lecture Guides: Creating brief guides that accompany asynchronous course materials help focus learner attention on key concepts and provide a structure to support independent learning. These guides may include definitions, outlines, critical questions, or additional resources to support learning.
- Self-Assessment Quizzes: Including short, multiple-choice “knowledge check” quizzes in Elearning can help students test their retention of information, support retrieval practice, and reinforce important concepts.
- H5P Interactions: Adding H5P interactions to Elearning can support learner self-assessment and reinforcement of concepts, making a passive learning experience more active. This tool can be used to create flashcards, drag and drop tasks, books, media, and more.
- Entry and Exit Tickets: Including quick activities at the start or end of class, such as questions, prompts, or reflections, can allow instructors to gauge understanding and focus mini-lectures, feedback, and class discussions around concepts that need more attention. Responses can be collected through various Elearning, Webex, and Teams tools; polling technologies, such as Slido; or low-tech mechanisms like notecards, sticky notes, etc.
- Case Studies or Scenarios: Providing case studies and scenarios that support students in exploring field-based challenges with multiple possible solutions and require weighing competing priorities can help generate critical thinking and discussion in the application of course concepts.
- Simulations, Field-based Experiences, and Labs: Offering learners hands-on opportunities to apply course concepts in authentic, scenario-based or real-world experiences can support learners in developing practical skills and making connections that extend beyond the classroom.
- Group Activities: Implementing collaborative discussions, projects, and presentations during class meetings can increase engagement, improve critical thinking skills, and foster accountability. Group activities promote interdependence and active participation while encouraging learners to engage with diverse perspectives and consider alternative viewpoints.
References
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257. https://doi.org/10.1073/pnas.1821936116
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43. https://doi.org/10.1080/00220480009596759