This document discusses flipping the classroom, which involves assigning lecture videos for students to watch at home and using class time for collaborative work and problem-solving. It provides examples of how to structure pre-class, in-class, and post-class activities. Key aspects of flipping include repurposing class time for active learning, engaging students through structured activities that integrate online and in-class work, and shifting the teacher's role from "sage on the stage" to "guide on the side." The document also offers tips for implementation such as not over-flipping courses and managing student expectations of the new approach.

2. Flipping Classrooms
Federica Oradini and Gunter Saunders (in spirit)

3. A few disclaimers?
• Flipping is easy to talk about
• It can appear harder to get started
• Its harder to do the bigger the class
• It may already be what you do
• Not everything needs to be flipped

4. Students listen to lecture in class

5. Students listen to lecture in class

6. Students work on problems at home

7. Students listen to lecture at home

8. Students work on problems in class

9. Flipped Classroom in plain English
Lecturers use readings, online videos and podcasts to teach
students outside class, reserving class time for
collaborative, active and engaging work

10. Business Research and Professional
Practice module
• Level 5 module, 30credits, year long
• 800+ students
• 39 seminars groups (1.5hrs)
• 29 seminar leaders
Assessment Description Weighting
Individual Lit review graduate labour market
Personal development portfolio
30%
30%
Group
Research
Project
Critique of a relevant study; research
question; objectives
Methodology
Implement & present
12%
8%
20%

11. Resources allocation
• 3/4 x 1 hour lecture and 1.5 hour seminar
• WBS management committed not to reduce the
resources available but did not wish to increase the cost
of the module
• Increase module leadership allowance
• Develop the material and train the teaching team to
adjust to the new teaching style
• Enquiry based active learning

12. Before class

13. For the students before class

14. For tutors before class

15. Repurposing value of class time
The real value added is in repurposing class time into a
workshop where students can inquire about lecture
content, test their skills in applying new knowledge, work
together to solve problems and grapple with material,
interacting with one another in hands-on activities
receiving feedback from teachers and peers.
That’s where the deep learning happened!

16. In class

17. What practitioners say
• The technology needs to fit with and supports the face-
to-face learning strategies
• Structured activities have to integrate with online
resources and in-class activities
• Provide students with a seamless learning experience
between the classroom and the online environment
Simply uploading notes and lectures online is not an
effective method of engaging students.

18. Role of the teacher
The Traditional Classroom
Teacher’s role: Sage on the stage
The Flipped Classroom
Teacher’s role: Guide on the side

19. Flipping part of a module… example

20. Top Tips
Recording lectures can take time
Use what’s available
Don’t ‘over flip’
Expect student ‘push back’
Plan the class time

21. References
• Bates, S., & Galloway, R. (2012). The inverted classroom in a large enrolment introductory
physics course: a case study. In Proceedings of the 1st International Conference on the
Aiming for Excellence in STEM Learning and Teaching
http://www.heacademy.ac.uk/assets/documents/stem-
conference/PhysicalSciences/Simon_Bates_Ross_Galloway.pdf
• Bates S.P. and Galloway R.K., (2012) The Inverted Classroom: what it is, why we need it and
what it might look like, Prezi.com http://bit.ly/invertedclassroom
• Dale, Edgar. "Audiovisual methods in teaching." (1969)
• Khan, S. (2011). Let's use video to reinvent education [Video file]. Retrieved
from http://www.ted.com
• Tan, E., & Pearce, N. (2012) Open education videos in the classroom: exploring the
opportunities and barriers to the use of YouTube in teaching introductory sociology, Research
in Learning Technology, 19. Available from: http://journals.co-
action.net/index.php/rlt/article/view/7783
• The Flipped Classroom Infographic http://www.knewton.com/flipped-classroom/
• The Flipping Conference http://flippingproject.wikispaces.com/The+Flipping+Conference
• Using online lectures to support active learning – video case study
http://youtu.be/5NAIBt10Lug
• Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H. W. (2009) Flipping" the classroom to
explore active learning in a large undergraduate course, In American Society for Engineering
Education, American Society for Engineering Education, Available from: http://goo.gl/etW6Fj