The Flipped Classroom:
a Real Life Adventure in
M A RG A RET FA I N : COA STA L CA ROL I N A U N I V ERSITY
A M A N DA FOST E R: WA K E FOR EST U N I V ERSI TY
How familiar are you with the concept of
a flipped classroom?
1. Not very familiar
2. I know what it is, but haven’t tried it yet
3. I’ve use a flipped classroom model before
What is a flipped classroom?
o Primary content delivery takes place outside the classroom
o Traditional “homework” takes place in the classroom
o Emphasis is on applying knowledge through active learning
Why did we use a flipped classroom?
o 2nd version of a one-credit course
o 1st version
o Too much lecture
o Too little hands on
o 50 minutes of active learning
o Greater retention of information
o Increased engagement of students
Tools and strategies for a flipped
o Video capture
How We Designed It
• More engaging
• More effective for visual
• Easier to revise
• Familiar format
• Could include existing
• Harder to revise
• Librarians not comfortable
• Lack of engagement with
o We decided to use text
Designing the Course
o Student Learning Outcomes
o Grouped SLO’s around major research concepts
o Major research concepts turned into 9 lessons
o Each lesson had an accompanying textbook chapter
o 3-4 Research workshops
Popular, Scholarly, and Trade Journals
Academic Integrity and Plagiarism
Library Reference Sources
Research Process and Research Questions
Writing the Textbook
o 3-4 page chapters
o Non-librarian lingo
o Incorporated visual components
including existing videos, illustrations,
Reinforcing Concepts Learned
o Quizzes on the textbook reading
o Active learning exercises were directly related to the concepts learned
o Journal reflections on concepts for homework
“Typical” Flipped Classroom Lesson Plan
Review of previous lesson and/or homework
• Students create a list of evaluation criteria on whiteboards
• Share list with the class
• Instructor adds additional criteria if missed
• Students review real websites and judge their credibility
Assign Journal Reflection
Now You Try It!
Work with the people around you to:
o Develop 1-2 activities to teach the concepts from the Scholarly, Popular, and
Trade video and chapter.
o Develop one potential journaling topic
How Did Student’s Respond?
o Receptive vs. Resistance
o The role of the teacher
o The role of the student
o The role of the content
Weimer, Maryellen. Learner-Centered Teaching. San Francisco: Wiley, 2013. Print.
o Student preparation
o Focus on hands-on learning
o Knowledge is transmitted
Adapting to One-Shot Instruction
o Giving students a “textbook for the day”
o Pre-assigned “library homework” from the professor to use a jumping off
o Videos in research guides
o What other ideas have you tried to flip your one-shot instruction?
A particular slide catching your eye?
Clipping is a handy way to collect important slides you want to go back to later.