This document discusses flipping the classroom, which involves students interacting with course content before class and using class time for active learning. It provides examples of how to flip a class, including putting lectures online in various formats and offering pre-class assessments and multiple learning modalities. Student feedback about flipping is positive, noting benefits like increased confidence and a stronger sense of community. The document also gives tips for accountability and resources for faculty interested in flipping their courses.

3. 1. Provide some
context for this
seminar
2. Introduce the
concept of flipping
3. Share student
feedback about
flipping
4. Demonstrate how to
flip a class

5. • Students
interact with the
content prior to
a class session
• Class time is
spent on
application

7. Face to face
class time
should involve
engagement
with content, not
simply provision
of content

8. Students
can, and
should, interact
with content
prior to face to
face time

9. When students
actively engage
with the content
and with each
other, they
become
stakeholders in
their own
learning and
development

10. EDUCATIONAL RESEARCH HAS DEMONSTRATED
THAT FLIPPING CAN:
1. Enhance self-efficacy
2. Cultivate intrinsic motivation
3. Foster the development of a healthy learning community by developing
relationships among students
4. Help students to develop social and cultural capital

11. HOW DO STUDENTS FEEL ABOUT FLIPPING?
The format of the class was great for facilitating conversation and I
think it helped many of us share things that we normally may not have
mentioned. I know I wasn't one of the loudest voices in the class, but
even though I'm usually shy and not part of class discussions, I felt that
I could be there. I was much more comfortable, despite some of the
tough topics we covered and I think I got more out of the class because
of that and changed my perspective too.
The format of this class was awesome. I am so glad that I took this
class in person and not online. I feel that this class shows the benefit
to in person classes in comparison to online.

12. HOW DO STUDENTS FEEL ABOUT FLIPPING?
I enjoyed the class format - online absorption of the material prior to the
class session, and then active synthesis and discussion. This was a more
agreeable way for adults to learn, and it helped the material stick more.
Slides and "feeding" material no longer works, and I applaud the professor
for being on the front of the curve.
There are so many things that I could reflect back on over the course of this
semester. This class has been amazing. The structure of the class has been
awesome. I have gotten more out of this class than I have any of my other
classes combined and it is because of the structure and our instructor. That
is not a “suck up” line either it is the truth.
I especially loved the format of the class. The fact that we all sat in a
circle, an even playing field, having open and honest discussions was
priceless. You cannot put a quantitative value on that kind of learning
experience.

14. BUILDS CONFIDENCE AND INCREASES SELFEFFICACY
This class reinforced my opinions about the beauty of education. I
learned that once we open our minds to hearing both sides of a story
we are able to make better decisions. This class paved way for me to do
a lot of reflecting of myself.
[The class] really allowed me to reflect on myself and grow as a person.
I know I stepped outside my comfort zone many times. I also became
not so passive. I really was not one to step out and speak my opinions
about many of the issues we discussed in class. It was great to be able
to do that but also to listen and learn from others experiences.
It may be hard to believe but I am not a person that normally will talk
about the issues that we discussed in class…This is something that if it
was not for this class would I have done and I wouldn’t have grown the
way I have over the course of this semester.

15. CREATES A SENSE OF COMMUNITY AND
INTERCONNECTEDNESS
I especially want to thank my class members; I learned so much from all
of you sharing your insights on the many topics discussed in class. It
was through those discussions that I realized that I in so many past
instances I have inadvertently promoted racism. Taking my own
garbage and basing my way of thinking on such broad issues has
changed as a result of listening to other perspectives.
I loved being able to learn from all of the different ideals, opinions and
experiences from everyone in our class. We had people from so many
different backgrounds; different ethnicities, generations, careers, sexual
orientations, religions, etc. I am very blessed to have been able to
engage learn from everyone in this class, and I truly believe that I am a
better person for it.

16. DEVELOPS A SENSE OF PERSONAL
RESPONSIBILITY
Learning to be open to each others' opinions and attitudes was a critical
lesson this semester. I enjoyed the moments most where there was
disagreement and disunity because those are the moments when the
most growth can happen. The most understanding can be borne out of
conflict and communication. Sitting in a room with people who all think
alike is boring!

17. DEVELOPS A SENSE OF PERSONAL
RESPONSIBILITY
The physical seating arrangement in class that facilitated the group
discussions by not sitting behind anyone and using the uncomfortable
silence long enough to allow us time to formulate a thought for
discussion. The seating arrangement in a U shape was clever because
no matter where you sit you are in the front row.
…one cannot help but to actively learn. She utilized outside resources
and blackboard in ways that encourage the students to become more
involved in their learning experience including encouraging us to share
valuable information with each other.

18. STUDENT’S DESCRIPTION OF OUR FLIPPED
CLASS:
Every week the class participated in an in-depth talk about what we
read/saw/thought/felt pertaining to that week's material. She [the
instructor] was always prepared with an activity to further enforce the
subject matter and helped us to look at things from a new perspective
or paradigm. She incorporated different materials in addition to the text
for a broader look at the context. She made us not only take a look at
social problems, but also gave us the tools and desire to make positive
change around us!

19. GETTING STARTED
1. Putting lectures online

21. OPTIONS FOR YOUR LECTURE
Podcasts
Slides with audio overlay
Video
Video with screen capture
Others?

22. GENERAL TIPS FOR PUTTING LECTURES ONLINE
Create short videos introducing each session’s content
Don’t think of your lecture in the traditional sense—it’s different
Present lessons in user paced segments rather than one continuous unit
Don't let the perfect be the enemy of the good
Keep it short and focused

23. GETTING STARTED
1. Put your lecture online
2. Find other content experts and link to them

24. GETTING STARTED
1. Put your lecture online
2. Find other content experts and link to them
3. Offer multiple learning modalities

26. EXAMPLE: SESSION ON HETEROSEXISM
BEFORE CLASS CONTENT:
1. Introductory video (2 mins)
2. Slides with audio overlay (accessible on SlideShare)
3. Reminder about reading the textbook Chapter
4. Video of Lana Wachowski receiving the HRC Visability Award (30 mins)
5. Link to a podcast of an NPR story about gay athletes in professional
sports (listen or read)
6. Video of a politician responding to the gay marriage debate (4 mins)
7. Two ‘What Would You Do?’ (ABC News) clips about heterosexism

27. EXAMPLE: SESSION ON HETEROSEXISM
BEFORE CLASS ASSESSMENT:
1. 10 item multiple choice quiz
2. Typed reflection (free form or structured)

28. EXAMPLE: SESSION ON HETEROSEXISM
DURING CLASS:
1. Facilitated discussion based on typed reflections
2. Small group activity
3. Large group activity
4. Exit ticket (written/oral)

29. GETTING STARTED
1. Put your lecture online
2. Find other content experts and link to them
3. Offer multiple learning modalities
4. Embed accountability

30. HOW TO EMBED ACCOUNTABILITY
IF IT IS WORTH DOING, ASSIGN POINTS TO IT!!!
Routine, short quizzes
Simple reflections
Rotating content facilitation exercises
Exit ticket
Exams/Papers include content from class discussions

32. RESOURCES
Outside UTA
• The Teaching Professor—conferences, newsletters, white papers, etc.
Campus-level resources
Teaching and Learning Lectures
 Feb. 26, 2014: Rafia Mirza, Copyright and Online Learning Environments; Noon – 1:00 pm, Central Library
315a
 Mar. 7, 2014: Eric Mazur, Confessions of a Converted Lecturer; 3:00 – 4:00 pm, University Hall 108
 Mar. 7, 2014: Matt Crosslin, Technology Roundtable: Creating an ―Assignment Bank‖ in Blackboard; 10:00
– 11:00 am, Science Hall Conference Room 324. Coffee and light pastries served. RSVP Dana Arrowood
(arrowood@uta.edu) or Peggy Semingson (peggys@uta.edu)
 Mar. 28, 2014: Mary Lynn Crow, Kim Breuer, Peggy Semingson, Nilakshi Veerabathina, Setting the Tone
on Day One: A Workshop of Best Practices for the First Day of Class; 1:00 – 4:00 pm, Central
Library, sixth floor Parlor. Refreshments served.
 Apr. 9, 2014: George Siemens, Digital Teaching and Learning (Title TBA); Noon – 1:30 pm, Central
Library, sixth floor Parlor
 Apr. 10, 2014: George Siemens, MOOCs, Connectivism, and Coherence; 5:30 – 7:00 pm, Nedderman
Hall 100. Snacks served.

33. RESOURCES
Connections Mini-Conference
April 25—UTA Library Parlour; 12:30-3:00 pm
Brown Bag Series in the SSW
Seminar 2: Making the impersonal personal
Friday, March 28; A114 12:00-2:00
Seminar 3: Innovative technologies for enhancing learning
Friday, April 18; B107 12:00-2:00

34. OTHER THOUGHTS?