Using a Flipped Classroom to Achieve Learning
(Avoid the Flops)
Salvador Bondoc, OTD, OTR/L, FAOTA and Valerie Strange, MS, OTR/L
Department of Occupational Therapy, Quinnipiac University, Hamden, CT
Why Does it Work?
• Students are accountable
• Students can pace their own
learning, plan ahead
• Priming effect through low level
learning (e.g., know, be aware)
• Everyone thinks, listens,
• Students collaborate to
problem-solve with higher order
• Encourages reflection to
• Students can revisit, review
content at their own pace
To Learn More….
• Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture.
Education Digest, 78, 1, 36-41.
• Critz, C. & Knight, D. (2013). Using the flipped classroom in graduate nursing education.
Nurse Educator, 38 (5), 201-213.
• Educase (2012). Seven things you should know about flipped classrooms.
• King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41,
• Moffett, J. (2014). Twelve tips for “flipping” the classroom. Medical Teacher, 1-6.
• Pierce, R. & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped
classroom” model of a renal pharmacotherapy module. American Journal of
Pharmaceutical Education, 76 (10), 5.
to Flip; start
at Critical points
Tasks Case Analysis/
learning – Jigsaw
Why Does it Flop?
• When they perceive that they
“have to teach ourselves”
• Duplication of efforts may be
viewed as busywork
• Incentives become extrinsic
• Do not provide immediate
feedback to students
• Lack of follow-through from
• Higher order thinking takes
place outside of class vs. inside
of class (limited opportunity to
• Inadequate planning
• Taking on too much at once
What is it?
Flipping the classroom, also known as, inverted teaching is a teaching
approach where traditional delivery of content is conducted outside of the
classroom and assignments that require higher order thinking and doing
are completed in the classroom.