1. Flipped
Classroom
E. Bess Cooley
EDWF 4100
2/3/15

2. Video Explanation

3. 5 Steps to using in a classroom
STEP 1: Figure out where the flipped classroom
makes the most sense for your course
 What in-class activities to you rarely have time
to complete during class?
 What topics to students struggle to
understand the most?
 What topics would students benefit the most
from by applying in the classroom where they
are guided?

4. 5 Steps to using in a classroom
STEP 2: Spend class time engaging student
in application activities with feedback
 Respond to questions students may still
have after doing out of class work
 Require students to apply course
concepts in problem solving activities
 Use the power of students working
together to teach each other

5. 5 Steps to using in a classroom
STEP 3: Clarify connections between inside and outside
of class learning
 What part of the homework assignment could be
moved inside of class to help students apply the
content?
 What practice do students need inside of class to
prepare them for the assignment completed after
class?
 What content do students need to know before class to
successfully engage in the learning activity during class?

6. 5 Steps to using in a classroom
STEP 4: Adapt your materials for students to
acquire course content in preparation for class
 What will students need to read or view in
advance to class?
 Traditional materials can be used like
 Textbooks or relevant articles
 Online video or audio content
 Provide a way to ask questions outside of
class

7. 5 Steps to using in a classroom
STEP 5: Extend learning beyond class
through individual and collaborative
practice
o Use discussion board or academic social
media to extend ideas developed in class
o Encourage student to create informal
learning groups

8. Pros and Cons of Flipping
PROS
 Kids who were absent
can stay current
 Helps those who don’t
get the lesson the first
time
 Can use online sources
to check for
comprehension
 Student-centered
learning
 Efficient
CONS
 Digital divide: some
students don’t have the
technology
 Skill, practice, and front-
end work to make
videos interesting
 Don’t get direct
feedback from students
to help gauge
comprehension
 Relies on preparation
and trust