Design flipped classroom

Before you jump into incorporate the flipped classroom model to your teaching, here are some questions to help you decide if this model is right for you.  The flipped classroom model requires faculty and students change their roles, therefore, as mentioned in EDUCAUSE, the purpose of using flipped classroom should be clear and the scope of flipped classroom should be tailored to fit the teaching needs, that being said, the flipped design can be one module, one class or even for the whole semester (Educause).

Before you start flipping your class, here are things you should consider:

  • Some students due to financial reasons may not have access to all the resources needed. Ensure there is a method or system so all students can use resources
  • Consider diverse student groups like students with disabilities
  • Class size. The larger the class, the harder to flip
  • The flipped classroom requires thorough planning and careful preparation, will you have the time and resource to design or re-design your class?
  • Students must utilize out of class time well. How will you design the video lectures and activities to ensure students are ready for the in-class activity?
  • What technologies you can use to help you flip your class, specifically, for your before and in-class?
  • How will you orient and motivate your students for the new instruction?  Are you and your students both ready for this mind-set change? Are you able to let go the control of student learning and allow Students to take their learning responsibility?
  • Is your university facility (classroom set up) easy for collaboration work? Can student group members sit next to each other and interact easily?

Be preparing to show your students and administrators the effectiveness of using the flipped classroom model.  You may consider collecting student performance throughout the semester.

To help you design your flipped class, below is a design matrix based on the suggestions from the center for teaching excellence at University of Waterloo:

Before Class In-Class After-Class
Goals Build up the foundation:

Obtain the required basic knowledge to ensure students will successfully participate and be prepared for the in-class activity

Applying knowledge:

Critical thinking activities to apply the concepts learned before class

Putting all the material together:

Connecting the dots, continue practicing and internalizing the new knowledge

Instructional activity & Materials Video lectures and/or readings of subject matter

Carefully consider the media choice for out of class activities and materials

Video content should be concise: 10-15 min max

Critical thinking activity examples: case-based methods; group work; problem-solving mini-lectures; Discussion; role play  
Assessments To ensure students have reviewed that assigned materials,  distribute self-assessment quizzes or low stake online quizzes

Additional assessment ideas:

Low stake Quiz; discussion; have students generate questions that can be discussed in-class

Assessment should be short: 3-4 questions

Factors to consider for assessments 

After receiving assessment results from before class, the instructor should review the results and go over any themes where many students are not understanding at the beginning of class

 

 

 

Create assessments to assess learning progress of students
Potential technologies Tegrity, Camtasia; LMS discussion; LMS quiz, Screen casts Student response system: i>clicker

Collaborative technologies: google doc, wikis,

Voting tool: polldady

Collaborative technologies:

Voting tool: polldady

Web conferencing technology: Collaborate Ultra,

 

Design notes The length of the video lecture content should be short, keep the content chunking strategy in mind. Each video should not exceed 15 minutes. Choose interactive activities that engage students and require critical thinking
Maximize student participation and readiness for activities Introduce the tasks by explaining expectations for what students will be doing and amount of time the students will need to invest to be ready for the activity

It’s helpful for students if they are guiding questions or prompts to help recognize key objectives of preparatory work

Instructors can include an online means for students to list areas of confusion to be discussed during class time

To help students identify important concepts and motivate them to engage deeply, include at least one of the following: guiding questions, reflective questions, annotations, highlights of key points or parts of the text or a diagram

Explaining the tasks and importance  so students will have no surprises and have reduced anxiety

 

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