An introduction to the "Flipped Classroom concept " for new academics at the University of the western Cape

1. The Flipped Classroom
UWC INDUCTION WORKSHOP 18 - 20 MARCH 2015
Rita Kizito
kizitorita@gmail.com

2. “ A review of traditional teaching where student
gain exposure to new material outside of class,
usually via reading or lecture videos so that class
time is used to do the harder work of
assimilating knowledge through strategies such
as problem-solving, debating, group work, role
play etc.”
(Vanderbilt University, Centre forTeaching)
What does flipping your
classroom involve ?

3.  There is more student responsibility for their
active learning
 Class-time is focused on introducing active
learning and its facilitation, engaging students,
guiding learning, correcting misunderstandings
 There is emphasis on concept exploration,
demonstrations and meaning making
Changed student and lecturer roles

4. The “flipped” learning environment
“before class”
“in class”
“after class”
video/audio recordings,
readings,
simulations
group work,
demonstrations,
experiments, role play,
presentations
[concept exploration]
[active learning]
[consolidation &
application of concepts]
ARTEFACT CREATION
assignments, reflective
podcasts, discussions,
blogging
( Adapted from University ofTexas, Centre forTeaching & Learning)

5.  Capturing key concepts
 Visualizations (multimedia presentations)
 Interactions in and out of the classroom (
clickers, discussion forums, content creation)
 Timely information (updates, announcements,
reminders)
 Providing feedback
 Archiving
 Assessment & evaluation
Educational technologies play an important
role in the flipped classroom ( CIECT)

6. Large Lectures
…thought-provoking, sleep-inducing, or both?
Mazur group, http://mazur.harvard.edu/education/educationmenu.php

7. UWC ECP classrooms (2013)
Active learning is possible in our own learning
environments

8. Activity
Consider the module that you are involved
with and:
• Design a learning activity linked to your
concepts, Graduate Attributes and learning
outcomes
• Spend some time sharing your aligned
learning activity within your small group.

9. References
• Vanderbilt University, Centre for Teaching
http://cft.vanderbilt.edu/
• University of Texas, Centre for Teaching &
Learning http://ctl.utexas.edu/
• Mazur group,
http://mazur.harvard.edu/education/educationmen
u.php

10.  Thank - you