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Flipped Classroom

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In-class activities and assessment for the flipped classroom. Faculty Innovation Center. This guide is designed to walk you through the steps of flipping a single class; the process is scalable for flipping portions of each unit or an entire course.

Faculty Innovation Center

One of the major factors in course redesign is the time it takes to do it well. We recommend pilot testing the the flipped model with a single class before engaging in a complete redesign. Step 1: Identify where the flipped classroom model makes the most sense for your course The following questions may help you identify a good place to start, whether you have designed your course around learning outcomes or by units: Faculty Innovation Center. A flipped class (view image) is one that inverts the typical cycle of content acquisition and application so that students gain necessary knowledge before class, and instructors guide students to actively and interactively clarify and apply that knowledge during class.

Faculty Innovation Center

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. Learn More. What’s on the Internet for Flipping English Language Instruction? * * * On the Internet * * * Ilka Kostka Northeastern University Boston, MA, USA <i.kostka neu.edu> Robyn Brinks Lockwood Stanford University Stanford, CA, USA <rbrinks stanford.edu> Introduction In July 2015, the authors traveled to Michigan State University to attend FlipCon, the premiere conference for educators who are interested in and passionate about flipping their classes.

What’s on the Internet for Flipping English Language Instruction?

7 Unique Flipped Classroom Models: Which is Right for You? Share lectures with video before class, and dedicate class time to activity and discussion.

7 Unique Flipped Classroom Models: Which is Right for You?

At first, the flipped classroom sounds fairly straightforward. Looking closer, however, it soon becomes clear that from this basic premise springs many unique and interesting forms. EducationDive.com has highlighted 16 examples of flipped classrooms in action, teaching students ranging from elementary scholars to doctoral candidates. What If Students Don't Watch The Videos? - FAQ - Katie Gimbar's Flipped Classroom.

Flipped Learning Resources. Faculty Innovation Center. Why I Gave Up Flipped Instruction. A little over a year ago I wrote a post about the flipped classroom, why I loved it, and how I used it.

Why I Gave Up Flipped Instruction

I have to admit, the flip wasn’t the same economic and political entity then that it is now. And in some ways, I think that matters. Here’s the thing. When I recently re-read the post, I didn’t disagree with anything I’d said. Yet my brief love affair with the flip has ended. When I wrote that post, I imagined the flip as a stepping stone to a fully realized inquiry/PBL classroom. Getting Students to Watch and Engage With Flipped Videos with Crystal Kirch’s WSQ Technique – Flipped Classroom Workshop. At FlipCon14 last week I learned about two good techniques to help encourage/require students to read or watch or otherwise take in and engage with learning content that you assign them in your flipped or blended classroom.

Getting Students to Watch and Engage With Flipped Videos with Crystal Kirch’s WSQ Technique – Flipped Classroom Workshop

Today I share one of these and I will write about the other soon. “WSQ” (pronounced “whisk”) is a pretty simple idea, but like most ideas, the power of how it is used is in the details and application of it. Teachers can choose how to apply and leverage this as it works best in their classes, and evolve it over time to improve on it and adapt it to changing student and course needs. WSQ – Watch, Summarize, Questions I believe that Crystal Kirch is the teacher who coined the concept of WSQ, which is focused on video content (but I don’t see why it can’t be applied to other types of learning content).

Watch – The students watch the videos and are required to take notes. Again, you have to consider what sort of requirements to build around this question. Flipping the Classroom. “Flipping the classroom” has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and Science (Mazur, 2009); In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.

Flipping the Classroom

In terms of Bloom’s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. What is it? | Does it work? | Theoretical basis | Key Elements | Where can I learn more? | References. The Flipped Classroom Unplugged: Three Tech-Free Strategies for Engaging Students. Throughout this summer article series, we’ve addressed some of the most frequently asked questions about the flipped classroom in higher education.

The Flipped Classroom Unplugged: Three Tech-Free Strategies for Engaging Students

We’ve shared ideas for student motivation, student engagement, time management, student resistance, and large classes. Flipping Large Classes: Three Strategies to Engage Students. As we continue our ongoing series focused on the flipped classroom in higher education, it’s time to tackle another frequently asked question: “How can I flip a large class?”

Flipping Large Classes: Three Strategies to Engage Students

I like this question because it’s not asking whether you can flip a large class, but rather what’s the best way to do it. Faculty who teach large classes are challenged not only by the sheer number of students but also by the physical space in the classroom. Having 100, 200, or 400+ students in class means teaching in large lecture halls with stadium seating and seats that are bolted to the floor. It’s not exactly the ideal space for collaboration and group discussions, so the types of flipped and active learning strategies you can use are more limited.

Often, faculty fall back on the “think, pair, share” format or use clicker questions to encourage student engagement. For large classrooms, you can assign a different colored hat to six different sections in the room. SOFO 05.15 Flipped Research ebook. Flipping the Classroom. Flipping the Classroom. Getting Students to Watch and Engage With Flipped Videos with Crystal Kirch’s WSQ Technique. Flip Like an Expert – Best Practices for Successful Flipped Classrooms (Part 2 – Preparing & Engaging Students) Last week, we started this series of articles by exploring published best practices with a focus on creating content.

Flip Like an Expert – Best Practices for Successful Flipped Classrooms (Part 2 – Preparing & Engaging Students)

This week we continue learning about best practices for flipped teaching and learning by examining practices specific to student engagement with content. Flip Your Class With Confidence Guide. A new method of instruction is empowering faculty and students to engage in learning in a whole new way - the flipped classroom. In this guide you’ll get advice from instructors who have created a flipped learning environment, read the latest research on why flipping works, and get tips to create your own flipped classroom.

Just Flip It: From the Front Lines of the Flipped Classroom Learn about one professor's journey from a traditional classroom to deploying a flipped learning environment in this ebook. The Up Side of Upside Down: How Flipped Classrooms Are on the Rise. Why I Gave Up Flipped Instruction. Eli7081.pdf. FLIP_handout_FNL_Web.pdf.