The Flipped Classroom

Agenda

• Introduction
• Importance and Benefits
• Pre-class, In-class, Post-class
• Application Activity
• Challenges and Solutions
• Tools

What is flipped learning?

What are the benefits for using this model?

Benefits

• Increases active learning and engagement
• Self-paced learning - less in-class lecturing
• Formative feedback and assessment
• Higher-order thinking skills
• Student-centered learning
• Application exercises
• Peer and Group work
• Richer and more active class enviornment

Designing a flipped lesson

• Based on UbD
• Step 1: Determine Outcome
• Step 2: Determine Assessment
• Step 3: Design Activities (pre-class, during class and post-class)

Pre class

• Focus on concept understanding (videos, readings...etc.)
• Short formative exercises to measure and ensure understanding before class

Ideas for pre-class activities

• Short quizzes
• Concept Mapping
• Answering guiding questions

In-class

• Application exercises
• Problem solving (individually, in pairs, in groups)
• Directed guidance and monitoring
• Answer questions about pre-class content or exercises
• Making sure all students understand concepts and able to apply

Ideas for in-class activities

• Think-Pair-Share
• Question and Answer session
• Polling exercises
• Group problem solving (showing steps)
• Muddiest point

Post-class

• Application-based assignments
• Further building on class work

Activity (Cards & Post-its)

What are some challenges for this model?

Challenges

• Preparation time
• Underprepared students
• Resistance to change
• Large class sizes

Solutions for preparation time

• Schedule time to prepare before semester
• Find online resources (videos, readings, exercises, case studies...etc.)
• Student-generated exercises for in-class work

Solutions for underprepared students

• Have a conversation
• Assign grades for pre-class work
• Proceed as planned (v.imp)
• Rethink pre-class assignments
• Give them a choice (vote on course of action to be taken with underprepared students)

Solutions for large classes

• More than 1 TA
• Techniques like Pair work (or groups of 3)

Questions?
Thank you