‘Flipping’ a classroom has become a popular buzzword in recent years, originally used as a way for students who missed a class to catch up on lecture content. This has rapidly evolved and the flipped classroom can now be described as a reversal of traditional teaching, where students access materials before class (readings, lecture videos, etc.) so that the class time can be devoted to deeply understanding the content through strategies such as problem-solving, discussion or debates.
In this video, Ann will begin with an exploration of your questions and experiences of flipped classes. She then presents five strategies for increasing student activity during class time, and then discusses these ideas in the light of your own discipline areas.
The flipped classroom
• The flipped classroom describes a reversal of
traditional teaching where students gain first
exposure to new material outside of class,
usually via reading or lecture videos, and then
class time is used to do the harder work of
assimilating that knowledge through strategies
such as problem-solving, discussion or
debates. (Vanderbilt University, Centre for Teaching).
The flipped classroom
A set of pedagogical approaches that:
1. move most information-transmission
teaching out of class
2. use class time for learning activities that are
active and social and
3. require students to complete pre- and/or
post-class activities to fully benefit from in-
• Reference: Abeysekera and Dawson (2014, 3)
Flipped classroom – the video
• Have you used flipped classroom?
• What are your questions about a flipped
• Use Chat
A flipped approach is considered a good way for students to
• it encourages students to take more responsibility for their own
learning & come to class prepared
• it enables scaffolding of learning more to be done more broadly than
the time available in class
• face to face time can be spent grappling with ideas and misconceptions
• class time is used for higher order learning outcomes
• online quizzes can be used to provide feedback before students come
to class so both students and teachers can assess progress
• it can potentially provide data on engagement and misconceptions to
personalise learning and support
• students can re-watch / rewind videos if they wish, or read material
• videos can be sub-titled or a transcript provided, to assist students with
English as an additional language.
Flipped Classroom Field Guide
The golden rules
• The in-class activities involve a significant amount of quizzing, problem
solving and other active learning activities, forcing students to retrieve,
apply, and/or extend the material learned outside of class. These activities
should explicitly use, but not merely repeat, the material in the out-of-
• Students are provided with real-time feedback.
• Completion of work outside class and participation in the in-class activities
are worth a small but significant amount of student grades. There are
clear expectations for students to complete out-of-class work and attend
• The in-class learning environments are highly structured and well-planned.
Some tips from a teacher
1. Tie your flipped classroom content very obviously to assessment, so students see
2. Be clear with students what you’re doing, why you’re doing it and how it will help
3. Make sure you’ve got a strong plan for the face-to-face session that would’ve been
4. When you make the contact time more interactive you have to relax and go with the
flow if students want to take things in a different direction to the one you were
5. Cut your coat according to your cloth – not everything lends itself to flipping, so
you’ve got to make the right choices depending on your available resources and your
Recommendation #1: Find flippable moments.
Faculty interested in the flipped classroom get really excited about the flipped classroom. They get so
excited they want to flip everything! They flip every lesson, every assignment, every project. And they burn
out. The first way to save time is to step back from a course and identify its flippable moments; this will
help you choose what, when, and how to flip. You will know where to focus your time and energy so you
and your students can avoid feeling overwhelmed.
Recommendation #2: Make small changes.
Once you identify the flippable moments in a course, focus on a specific lesson. Flip
one lesson. Start by reviewing your learning outcomes for clarity and purpose. Then try
one flipped strategy during the lesson. If you’re just beginning, start with a simple,
two-minute “think, pair, share” to see how it feels. Flipped classrooms don’t have to be
all or nothing; you can flip parts of a lecture or an assignment and leave the rest
Recommendation #3: Build margins into the lesson plan.
Once you look at which lessons to flip, build margins into the actual lesson plans.
Where can you find white space in a lesson? For example, if it takes you five minutes to
solve a problem in a lesson, plan for your students to take 10 minutes. If you are trying
out new technology in a lesson, plan for it not to work the first time. If you are
introducing a new activity, allot enough time to explain the process three times.
Building these types of margins into your lesson plan will help you stay in control and
avoid getting overly stressed in a dynamic learning environment.
Recommendation #4: Rethink how your time is defined.
If you’re thinking, I don’t have time to plan activities for the flipped classroom, I
challenge you to rethink how your time is defined. Yes, it takes time to plan activities
for the flipped classroom, but it also takes time to prepare a lecture. In the flipped
classroom, your time is spent walking around, talking with students, and beingactively
Recommendation #5: Do less, accomplish more.
In his podcast, Michael Hyatt said, “Do less, accomplish more.” This is probably the
best way to describe the power of the flipped classroom. Sometimes we think we have
to "cover" everything on a syllabus. We have to assign more homework, require more
reading, add more writing, work more problems, and give more examples. Such
overload is the opposite of margin. When it comes to the flipped classroom model, you
don’t have to use a new flipped approach every single day for every single class. Not
every assignment needs redesigning. You don’t have to use games if games aren’t your
thing. Don’t force the strategies. Do whatever works for you and your teaching style. By
flipping only what needs flipping, by stepping back and doing less, your students will
• How do you manage classroom time?
• What advice can you offer other faculty who
are starting to think about planning flipped
and active learning experiences?
• How do you build margins into your teaching?