The document describes a workshop on the FLIP (Focus on Learners by Involving them in the Process) model for flipping the classroom. It discusses having students complete pre-work activities before class individually to learn basic concepts. Then class time is spent on higher-level learning through engaging activities that apply the concepts. The tips provided recommend establishing a FLIP classroom from the start of the semester so students are engaged. Pre-work should include an action component like writing or identifying concepts. Class periods should include chunking lectures with activities every 10-12 minutes to maintain attention. The workshop modeled FLIP techniques like a pre-class quiz and games to reinforce learning.

1. FLIP Workshop

3. FLIP
Focus on your
Learners by
Involving them in
the Process.

4. Concept
O Students are required to complete a pre-work
activity to learn the basic concepts individually
prior to class.
O In class students are engaging in
activities, applying concepts, and focusing on
higher level learning outcomes.
O FLIP is a switch from instructor-centered design
to participant-centered design.

5. Tips for Success
O You should establish a FLIP classroom from the
beginning of the semester so students are
engaged in the process.
O When students are continuously dependant on
completing the pre-work in order to be
successful in class they WILL do the pre-work.

6. Tips for Success
O Ensure the pre-work isn’t just reading or
watching a video. There should also be an
action. Be as specific with your prework
instructions as possible to set your students up
for success. Examples:
O Read the article and write a paragraph on
whether you agree or disagree with the argument
made by the author.
O Watch the video and identify 4 key concepts.

7. Tips for Success
O Students today can not effectively listen to a
speaker for more than 10 – 12 minutes.
O Ideally you should speak for 5 – 6 minutes
and 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 learning
outcome.
O Utilize iClicker, text answer system, tweet
hashtag
O Etc…

8. Tips for Success
O Keep your eyes open for “Flippable Moments”
O Look for confusion
O What is the most difficult part of the lesson – where
do you anticipate students having issues? FLIP here!
O Look for fundamentals
O What is the MOST important takeaway – what do
your students absolutely need to know to move
forward? FLIP here!
O Look for boredom!
O When boredom strikes it’s time to FLIP!

9. Tips for Success
O End your class with a “So What, Now What”
Moment .
O Instead of the class just ending really bring the
lesson home so the class understands why the
materials 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 – the
homework/prework for the next class to ensure
they come prepared.
O Not every class has to be a FLIP class work out
a system that works for you!

10. Examples of how to FLIP
O Play a Jeopardy game to break the ice, assess
knowledge, or re-enforce a concept.
O Record a video (5 - 15 minutes) explaining the
information or basic concepts you need
everyone to know prior to class. Be sure to
include a question or writing activity.
O Post a question on screen and ask students to
discuss with each other and then share with
the group.

11. Examples of how to FLIP
O Create a concept map with students – how do
they see the information fitting together?
O Ask a student to lead a discussion (be sure to
give them time to prepare).
O Challenge students to summarize what they’ve
learned in one sentence. Share and discuss.
O 94 more ideas are included in the book.

12. Examples of how to FLIP
O NYC and
Woodland
Park have a
copy of the
book.

14. O The title of this workshop had me wondering for
days…just how does one flip a classroom? The
“flip” occurs when preparation by students is done
out of class, in order to allow class time to be used
in other ways. This is a version of what has often
happened in history classes and the like, where
reading is done on student time; that knowledge is
then built upon in class. But now, we have tools
like video lectures and tutorials that can update
the approach by “flipping” the Original Bloom’s
Taxonomy pyramid, for those that are familiar with
this concept (Get the knowledge outside of
class, evaluate it in class, to simplify the idea).

15. O The presenter emphasized that she was not here to
put down traditional lectures, but wanted to offer
unique and creative ways to build upon a traditional
class structure. Apparently, about every 10
minutes, student minds begin to wander. And this
can often be a good time to draw their attention back
with an exercise or discussion that engages
students, rather than allowing them to slip away.
Other good reasons to stop and changes things up
are: 1) Boredom, 2) Confusion and 3) To emphasize
important points.

16. O She also suggested opening up the class with an
exercise to get people interested and set the mood.
In our case, she started with a quiz based on a video
that was sent out prior to class. She also had us “play
games” that were based on class/seminar
information, Pair & Share with a partner to discuss
seminar concepts, create our own flipped lesson
plan, and watch demonstrations from professors that
have used the technique in the past. Along with
strategically timed breaks, the seminar sailed along
smoothly. And it provided many ideas for how one
could make one-shot information literacy and library
presentations pop a bit without going over the top.

29. How do you plan
on FLIPPING
your next IL
class?