FLIPFocus on yourLearners byInvolving them inthe Process.
ConceptO Students are required to complete a pre-workactivity to learn the basic concepts individuallyprior to class.O In class students are engaging inactivities, applying concepts, and focusing onhigher level learning outcomes.O FLIP is a switch from instructor-centered designto participant-centered design.
Tips for SuccessO You should establish a FLIP classroom from thebeginning of the semester so students areengaged in the process.O When students are continuously dependant oncompleting the pre-work in order to besuccessful in class they WILL do the pre-work.
Tips for SuccessO Ensure the pre-work isn’t just reading orwatching a video. There should also be anaction. Be as specific with your preworkinstructions as possible to set your students upfor success. Examples:O Read the article and write a paragraph onwhether you agree or disagree with the argumentmade by the author.O Watch the video and identify 4 key concepts.
Tips for SuccessO Students today can not effectively listen to aspeaker for more than 10 – 12 minutes.O Ideally you should speak for 5 – 6 minutesand then engage in an activity or FLIP–referred to as “chunking”.O Ask a question.O Group or individual work.O Play a game with a specific learningoutcome.O Utilize iClicker, text answer system, tweethashtagO Etc…
Tips for SuccessO Keep your eyes open for “Flippable Moments”O Look for confusionO What is the most difficult part of the lesson – wheredo you anticipate students having issues? FLIP here!O Look for fundamentalsO What is the MOST important takeaway – what doyour students absolutely need to know to moveforward? FLIP here!O Look for boredom!O When boredom strikes it’s time to FLIP!
Tips for SuccessO End your class with a “So What, Now What”Moment .O Instead of the class just ending really bring thelesson home so the class understands why thematerials matters.O Always end the class on a high note not just an Oh!we are out of time see you next week!O Get students engaged in the next step – thehomework/prework for the next class to ensurethey come prepared.O Not every class has to be a FLIP class work outa system that works for you!
Examples of how to FLIPO Play a Jeopardy game to break the ice, assessknowledge, or re-enforce a concept.O Record a video (5 - 15 minutes) explaining theinformation or basic concepts you needeveryone to know prior to class. Be sure toinclude a question or writing activity.O Post a question on screen and ask students todiscuss with each other and then share withthe group.
Examples of how to FLIPO Create a concept map with students – how dothey see the information fitting together?O Ask a student to lead a discussion (be sure togive them time to prepare).O Challenge students to summarize what they’velearned in one sentence. Share and discuss.O 94 more ideas are included in the book.
Examples of how to FLIPO NYC andWoodlandPark have acopy of thebook.
The title of this workshop had me wondering fordays…just how does one flip a classroom? The “flip”occurs when preparation by students is done out ofclass, in order to allow class time to be used in otherways. This is a version of what has often happened inhistory classes and the like, where reading is done onstudent time; that knowledge is then built upon inclass. But now, we have tools like video lectures andtutorials that can update the approach by “flipping” theOriginal Bloom’s Taxonomy pyramid, for those that arefamiliar with this concept (Get the knowledge outsideof class, evaluate it in class, to simplify the idea).
O The presenter emphasized that she was nothere to put down traditional lectures, butwanted to offer unique and creative ways tobuild upon a traditional class structure.Apparently, about every 10 minutes, studentminds begin to wander. And this can often bea good time to draw their attention back withan exercise or discussion that engagesstudents, rather than allowing them to slipaway. Other good reasons to stop andchanges things up are: 1) Boredom, 2)Confusion and 3) To emphasize importantpoints.
O She also suggested opening up the class with anexercise to get people interested and set the mood.In our case, she started with a quiz based on a videothat was sent out prior to class. She also had us “playgames” that were based on class/seminarinformation, Pair & Share with a partner to discussseminar concepts, create our own flipped lessonplan, and watch demonstrations from professors thathave used the technique in the past. Along withstrategically timed breaks, the seminar sailed alongsmoothly. And it provided many ideas for how onecould make one-shot information literacy and librarypresentations pop a bit without going over the top.