Overview
OverviewThe Flipped Classroom is a teaching model where the core idea is to “flip” the instructional approach. Students are asked to complete the readings and watching the lectures at home and come to class ready to complete active learning activities related to the coursework.
Strategies
Create
Create quality pre-recorded lectures that relay the course content effectively (substantial pre-planning and prep work required before pilot semester). Reduce lectures to manageable segments (about 15 minutes).
Active Learning
Develop classroom activities that promote Active Learning. Students should be applying the knowledge gained from lectures and readings. (i.e., case studies, debates, discussions, group projects, problem-solving, presentations, individual assignments, educational games). Avoid “busy work” to simply fill the time.
Facilitation
Be available during class time to assist and facilitate. Circulate, be prepared to guide and encourage active learning in a student-centered environment. Interact with the class.
References
- Center for Instructional Teaching & Training (University of Florida): Active Learning in a Flipped Classroom
- Comparison of PBL, POGIL, and PLTL: Pedagogies of Engagement in Science
- Frank Robinson (Teach Better): Flipping, Fun, and Physics (56:51)
- Problem-based learning (PBL) process-oriented guided inquiry learning (POGIL), and peer-led team learning (PLTL) represent three student-centered pedagogical practices in science that have received wide attention and NSF support in the past two decades
- Tucker (2012): The Flipped Classroom
- Yee (University of South Florida): Interactive Techniques (.pdf)
- Eberlein, J. Kampmeier, V. Minderhout, R.S. Moog, T. Platt, P. Varma‐Nelson & H.B. White (2008). Pedagogies of Engagement in Science: A Comparison of PBL, POGIL, and PLTL