Flipping your class with or without technology, a resource for academics to engage with at an introductory level. The presentation provides links to other resources, suggested readings and videos.

1. Flipping your class
A resource curated and compiled by CTLM
with
out
technology
/

2. The Flipped Classroom Model
Image credit: CC BY-NC-SA 4.0 –The university of Texas at Austin

3. The Flipped Classroom Model
By Sprouts (2015) Video available online at the following link.
This video deals
with the flipped
classroom as a new
method of
teaching that is
turning the
traditional
classroom on its
head. Free photo 6087005 © Mykola Velychko - Dreamstime.com

4. A shared understanding of Flipped
Learning
Flipped Learning is a pedagogical approach in which first
contact with new concepts moves from the group
learning space to the individual learning space in the
form of structured activity, and the resulting group space
is transformed into a dynamic, interactive learning
environment where the educator guides students as they
apply concepts and engage creatively in the subject
matter.
Flippedlearning.org
Flipped Learning
By Jim Dunnigan (2015)
VideoAvailable at the following link
Could this
happen
without
technology?

5. Flipped Learning: another stop on the student
centered learning continuum
From Denise Mohan (2018): Article available at the following link

6. Things to look for in a student-
Centred Learning environment
By Emily Liebtag (2017) Available at the following link
1. High degree of student engagement, challenge and
enthusiasm
2. Students know what they are learning and why
3. Blend of individual, collaborative team and large group
work
4. Students use personalized technology to produce as well
as consume
5. Students have some opportunity to work at their own
pace and explore their own interests
6. Students are doing the bulk of the work and the talking
7. There are multiple forms of assessment, feedback and
demonstrations of learning
8. Instruction, culture and environment reflect and include
student and staff diversity

7. Flipping with technology
A traditional model

8. Flipped Classroom Model: Why, How,
and Overview
By Teachings in Education (2017) Video available online at the following link
In this video the flipped classroom is explained
though exploring the reasons why teachers and
schools might want to flip a classroom in the first
place.
There are several benefits for students and teachers
when it comes to a flipped classroom. It is definitely
a new take on traditional education.
The video continues with an eight step path to
flipping a classroom. This path is one of many
different ways to use the flipped model

9. In short
Flipping a class is a blended learning approach that
intentionally moves lectures, content and asynchronous
activities into an online and/or out-of-class learning
environment. Instructors can use face-to-face class time
for active learning methods that increase student
engagement, deepen understanding of (key or
threshold) concepts and advance mastery of skills
The traditional and
classroom and
flipped classroom
juxtaposed.
From Heng Ngee Mock (2014) :
Article available at the following link

10. 9 Principles of a flipped classAdapted from UHD (2018) Available at the following link
1
Provide opportunity for students to gain first
exposure prior to class
Consider
• Taking co-responsibility
• Prior Learning
• Constructing knowledge
• Self-directed learning

11. 9 Principles of a flipped class
Adapted from UHD (2018) Available at the following link
2
Provide an incentive for students to prepare
for class
Consider
• Time on task
• Motivation
• Student engagement
• Active Learning

12. 9 Principles of a flipped class
Adapted from UHD (2018) Available at the following link
3
Provide a mechanism to assess student
understanding
Consider
• Assessment for learning
• Online discussions
• 1 min papers
• Muddiest Point
• Reflective journals

13. 9 Principles of a flipped class
Adapted from UHD (2018) Available at the following link
4
Provide clear connection between in-class
and out-of-class activities
Consider
• Constructive alignment
• Relevance

14. 9 Principles of a flipped class
Adapted from UHD (2018) Available at the following link
5
Provide clearly defined and well-structured
flipped classroom activities
Consider
• The outcomes
• What should the students know?
• What should the students be able to do?
• Are the instructions clear?
• How do I know they have learnt?

15. 9 Principles of a flipped class
Adapted from UHD (2018) Available at the following link
6
Provide adequate time for students to carry
out their assignments
Consider
• Time allocation
• Reading time
• Level of engagement required
• Quality of work expected
• Support included

16. 9 Principles of a flipped class
Adapted from UHD (2018) Available at the following link
7
Provide facilitation and guidance that
supports a learning community
Consider:
• Peer collaborative learning
• Incisive questions
• Discussion

17. 9 Principles of a flipped class
Adapted from UHD (2018) Available at the following link
8
Provide prompt and adaptive feedback on
group and project work
Consider
• Timeous feedback
• Rubrics
• Peer feedback
• Reflective activities
• Podcasts used for feedback
• Revisiting threshold concepts using video clips

18. 9 Principles of a flipped class
Adapted from UHD (2018) Available at the following link
9
Provide technologies familiar and easy to
access
Consider
• Data usage
• Device compatibility
• University support
• Usability
• Fit for purpose

19. “Four things I wish I’d known about
the flipped classroom”
By Robert Talbert (2014) Video available at the following link
In his video Robert not only shares his experiences but also
models how to create an engaging video.
1. The flipped classroom has many benefits for students – but, students
will not always understand those benefits automatically.
2. The biggest problem students have with the flipped classroom has
nothing to do with the content of the course, but rather it’s simple
time and task management.
3. The flipped classroom entails significantly more work at the
beginning than a traditional classroom.
4. The flipped classroom’s success depends on communication.
Please click on the link for additional engagement:
https://www.chronicle.com/blognetwork/castingoutnines/2014/06/05/four-things-i-wish-id-known-about-the-flipped-classroom/

20. One more perspective
By GoEdOnline4Teachers (2012) Video available at the following link
5 things I wish I knew when
I flipped my class…
Video by classroom
"flipper" John Sowash of
the Electric Educator blog
discusses the five things he
wishes someone had told
him before he flipped his
class.
#flipclass Image credit: PhotoPin_flipped classroom_creativecommons.org licenses
by-nc 2.0

21. The technology
The following resources are available online and engages with
various educational technologies:
• The Free Flipped Teaching & Learning Resources eBook
(2015) is available here
• The Free Education Technology Resources eBook (2015) is
available here
• Teach.com: Teach 100: A daily Ranking of Education Blogs
• Toptools4learning.com: Top Tools for Learning 2018
• SlideShare: The practical guide to Flipping Your Classroom
eBook
• SlideShare: Tools in the classroom…The who, why, what,
where and how
• SlideShare: What makes a video educational?

22. Flipping without
technology
A more traditional model

23. Flipping a classroom: No Computers
or Internet Required
By Flipped Teacher Training (2013) Video available at the following link
This video explores a comparison between a flipped
classroom and a traditional classroom.
Additional resources offered include:
Flipped Classroom Resources and Training
http://fizzedu.org
Dr. Lodge McCammon http://lodgemccammon.com

24. 28 student centred instructional
methods
By TeachThought Staff (2017) Available at the following link
Cooperative
Cooperative learning
involves small groups
working together to
accomplish a task
Presentations
Presentations are students
prepared and presented
assignments (group or
individually)
Panel / Expert
Panels are a way to include
many voices on a subject.
Students can write & ask
questions in the Q&A
KWL
Put it on a poster: What do
you know? Want to know?
The questions could be
expanded of course
Brainstorming
Brainstorming puts the
thinker to work. Present a
situation. Ask the students
to think creatively.
Create Media
Present an issue and have
the students create a public
service video.
Discussion
Present an issue and have
the students talk about it. If
they need add info, have
them go find it.
Small group
What can a group of people
accomplish? Draw out the
best characteristics of the
group. Assign rolls.
Case Study
Use case studies in the
classroom to learn about
complex issues, apply
critical thinking & explore
scenarios
Jigsaw
Break students into
different groups, giving each
member a different task.
Bring group back together
and share.
Learning Centre
Break the classroom into
different activities. After a
set time ask students to
rotate to a new activity.
Experiments
Design experiments and
have students engage. Or
ask students to design the
experiments.
Role Play
Role playing allows the
learner to try out the
experience. It can be
instructor created or learner
created.
Simulation
Computer simulation has
grown. Use technology to
simulate a real event.
Practice without fear of
failure.
Lab
Setting up the class in a lab
style enables students free
movement and hands-on
activities.
Workshops
Students can create the
workshop and conduct it
with their peers. The peers
can then give feedback.

25. Demonstration
Demonstrations are a fun
way to get students
involved.
Index Card
There are 101 ways to use
an index card. Give the
students the index cared
and ask them to create
the activity. Set the
guidelines.
Inquiry based
Inquiry based learning
starts with a question. It
comes in many forms. Try
guided inquiry for more
structure. Try open
inquiry for less.
Mental Models
Build mental models that
can withstand new
information. Draw out
your mental model. Test
it. Challenge it. Build it.
Project
A project stimulates what
a student could do at the
workplace. It could also
be a service project where
students create positive
change.
Problem
Problem based learning
seeks to solve problems. It
might be a part of a
problem. Students find
solutions, while the
instructor facilitates.
Discovery
Discovery can be broad or
narrow in scope. Some
discovery learning allows
the students to choose a
topic and explore.
Q&A
A Q&A session allows
students and facilitators
to learn more from each
other.
Social Media
Use social media to
effectively share a
message. Get feedback
Keep it short and to the
point. Did you covey the
message effectively?
Games
Games can be used to
teach concepts, to give a
student a break to think,
or to challenge ideas.
Competitions
Students can engage in
competitions. This
enables the students to
engage with others –
locally, nationally or even
internationally.
Debate
During a debate students
challenge each other. The
debate can take a break at
intervals for additional
research.
28 student centred instructional
methods
By TeachThought Staff (2017) Available at the following link

26. Text and a structured activity
By Robert Talbert (2017) Available at the following link
The main thing about this
option is that in order to be
really flipping the learning, it
has to be accompanied by a
structured activity for
students to use to engage
with it
Just giving students a text,
and saying "read chapter 3
and come ready to discuss",
and then discussing it in
class, is not flipped learning
Image Credit: Free photo 97208366 © creativecommonsphotos -
Dreamstime.com

27. Audio and a structured activity
By Robert Talbert (2017) Available at the following link
An alternative to video is audio, whether music or
podcasts or voice-recorded lectures. Audio has its
advantages: The files are usually smaller, so it's easier
to host and students with limited bandwidth (e.g. no
wifi) aren't at as much of a disadvantage.
Image Credit: PhotoPin_listen_creativecommons.org licenses by-nc 2.0

28. Text, annotation and structured
activity
By Robert Talbert (2017) Available at the following link
Ask students to prepare for
class by reading shared
notes or articles and
making annotations as they
read (either online or
offline).
These annotations should
feed into the time spent in
class.
Image Credit: PhotoPin_creativecommons.org licenses by-nc 2.0
Image Credit: PhotoPin_creativecommons.org licenses by-nc 2.0

29. Muddiest point with index cards
By Barbi Honeycutt (2016) Available online at the following link
“Muddiest Point” is a classroom assessment technique that allows
students the opportunity to tell you what they are still confused or
unclear about from the lesson (Angelo and Cross, 1993).
Ask students to write their “muddiest point” on an index card. You
may want to specifically focus their attention on the material from
today’s lecture, yesterday’s lab, last night’s homework, or any other
learning experience you want them to examine. After your students
complete the task, divide them into groups and tell them to analyze
the cards based on some set of criteria. Ask them to look for
patterns, common themes, categories, or outliers. Note how this
adaptation of the Muddiest Point activity challenges students to
move beyond just explaining what they don’t understand and into
the higher levels of Bloom’s Taxonomy. They are now summarizing,
sorting, analyzing, and evaluating the cards while looking for
connections and themes.
Bonus idea: After students sort the cards, challenge them to find
the answers together. If you want to keep things “unplugged,” tell
them they can only use their textbook, hand-written notes, or other
printed materials.

30. Mind Mapping
By Barbi Honeycutt (2016) Available online at the following link
Give each pair or group of students a stack of sticky notes and
ask them to go to the whiteboard or chalkboard. Assign a
topic related to the course material and challenge students to
create a mind map of the topic using only their sticky notes.
Explain that they can only put one idea on each sticky note,
but they can use as many sticky notes as they need.
Encourage them to use markers or chalk to draw lines and
make connections between the ideas/concepts so you can see
how their mind map is organized. By using sticky notes, it’ll be
easier for the students to change their maps based on new
ways of thinking.
Bonus idea: If you assign all groups the same topic, then you
can ask them to rotate around the room and compare and
contrast the different mind maps. You could give each group a
different colored sticky note so they can add to another
group’s mind map, almost like a gallery walk but with sticky
notes.

31. Brainstorming Challenge
By Barbi Honeycutt (2016) Available online at the following link
Give students a case study, question, or problem that benefits
from brainstorming. Then, divide students into groups and
give each group a pair of six-sided dice. Tell students to roll
the dice, and whatever number they roll represents the
number of answers they need to generate. For example, if
they roll a four and a five, they need to brainstorm nine
possible solutions. If they roll a pair of sixes, they need to
brainstorm 12 possible solutions. Give them a worksheet to
record their ideas. Once groups have completed their
challenge, ask them to switch their worksheets with another
group and review their lists. This could be the beginning of a
class discussion, or you could go another round and see how
many more ideas students can add to another group’s list.
Bonus idea: At the end of this activity, ask students to review
all of the ideas, select the top two best solutions, and justify
their decision.

32. What does TED Say about the flip?
By Jean Williams Shared by Tedx Talks (2013) Video available at the following link
In this video Jenn Williams, a high school teacher
with Rocky View Schools, shares her experience with
the flipped classroom.
In the spirit of ideas worth spreading, TEDx is a
program of local, self-organized events that bring
people together to share a TED-like experience

33. Recommended Reading
(available online)
• Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom:
definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-
14.
• Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an
undergraduate business course.
• Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student
learning. Learning & Leading with Technology, 39(8), 12-17.
• Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College
Science Teaching, 42(5), 62-66.
• Lasry, N., Dugdale, M. and Charles, E., 2014. Just in time to flip your classroom. The Physics
Teacher, 52(1), pp.34-37.
• Mohan, Denise. (2018). "Flipped Classroom, Flipped Teaching and Flipped Learning in the
Foreign/Second Language Post–Secondary Classroom." Nouvelle Revue Synergies Canada 11
• Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems
Education, 25 (1), 7-11
• Moore, A. J., Gillett, M. R., & Steele, M. D. (2014). Fostering student engagement with the
flip. MatheMatics teacher, 107(6), 420-425.
• Nwosisi, C., Ferreira, A., Rosenberg, W., & Walsh, K. (2016). A study of the flipped classroom and
its effectiveness in flipping thirty percent of the course content. International Journal of
Information and Education Technology, 6(5), 348.