Visuals -flipping--draft-one

Flipping Your Course
Mastering the Strategy
Saul Carliner, PhD, CTDP
Associate Professor and Provost’s Fellow for Digital Learning
Concordia University
saulcarliner@hotmail.com
saulcarliner.com

What is your role in Learning?
a. Administrator
b. Instructor / faculty member / teacher
c. Instructional designer
d. Manager
e. Other

What is your prior experience
developing an asynchronous e-
learning program?
a. Never developed for this medium
b. I have developed 1 course (or are working on
it)
c. I have developed 2 to 5 courses
d. I have developed 6 or more courses

developing a synchronous e-
learning program?
it)

developing face-to-face programs?
it)

developing e-learning?
it)

Why are you considering flipping a
course?

What do you hope to learn in this
workshop?

Agenda
1. Review the class prework: about the flipped
learning strategy
2. Participate in a design-along of the lesson
plan (design strategy) for a 1- to 3-hour
flipped session

Objectives
Main objective: Design (not develop) a 1-to 3-hour flipped
class session.
Supporting objectives:
 Define the term, flipped classroom.
 Describe the key components of the flipped teaching
methodology.
 Describe the advantages and disadvantages of flipping a
course.
 Describe applications of the flipped classroom in each
educational context.
 Prepare the key components of a flipped session.
 Effectively communicate the structure of a flipped class
to learners.

 Start with experiential engagement (maybe not
in training)
 Concept exploration (presenting the content—
lecture, videos, web content)
 Meaning making – before coming to class,
engage with other students around the
material—quiz to test but also discussion
questions

Flipped or blended?
Introductory training for managers. In part 1,
participants learn about the overarching
management philosophy of the organization,
policies and procedures, and writing
performance plans, informal reviews, appraisals,
and career development plans. In part 2, students
learn and practice how to handle specific
management situations, such as hiring interviews,
reprimanding employees, and firing employees.

Flipped or blended?
Conducting a needs assessment. In part , students
learn the purpose of a needs assessment and the
eight areas of questioning. In part 2, students
prepare a draft needs assessment in class.

Flipped or blended?
Preparing a business case. In part 1, students
learn what a business case is, the key components
of a business case, the types of information
needed for each component, and see samples of
a business case. In part 2, students create a
business case.

What is blended learning?
Share your thoughts.

What is blended learning?
 Blended learning is learning in which different
parts of a curriculum are made available in
different formats (self-study or live) and media
(online, print, or face-to-face).
 With self-study materials, often “test” for
successful learning before permitting the
learner to move to the next part.

Blended learning is a curriculum strategy.
What is a curriculum strategy?

A curriculum strategy links disparate courses and
individual learning activities together to prepare
a learner for a job or to complete a program of
study.

What is a flipped class?

According to the Flipped Learning Network (FLN) (2014,p.1).
 “Pedagogical approach in which direct instruction moves from the
group learning space to the individual learning space”
 “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.
 The group learning space is dynamic and interactive; this is not a
place for a traditional discussion or a place where students are
getting support on completing a worksheet. Rather the classroom is a
space where learners are exploring, applying, creating and problem-
solving.
 Flipped learning may manifest as a type of blended learning, there
are significant differences.

The practical definition.
 It’s a strategy for a single class session in which all
of the preparation about the conceptual
material—including reading, lecturing and some
initial practice and reflection—occurs before class,
so class time can be used demonstrating and
practicing the skill.
 Class session usually begins with a verification that
students properly learned the background
material.
 In an multi-week class, do not need to flip every
lesson.

The flipped class is a teaching
(instructional) strategy.
What is a teaching (instructional) strategy?

A teaching or instructional strategy
specifies how the teacher plans to
present and reinforce the skills to
learners.

So what does a flipped class look like?

How have educators used the flipped
strategy?
To teach business
skills that follow a
particular protocol
To teach technical
writing
Work best with
cognitive tasks and
software-based tasks
To teach finance To teach
instructional design

What are the benefits of the flipped
strategy?

What are the benefits of the flipped
strategy?
Practice in class Support problem
solving and effective
communication
With proper design,
can reduce cognitive
load
Can also adjust pace
of classroom so
those who master
early go on to
enrichment
Support diverse
learners with diverse
materials (and ability
to re-view lectures)
Reduced travel costs
and increased
practice time

What are some of the challenges of the
flipped strategy?

What are some of the challenges of
the flipped strategy?
Not right for every
course—nor every
student
Unprepared
students
Flipping done badly
Converting and
recording lectures
takes time
People invest more
energy in recording
lectures than the
effort is worth

What are the key components of the
flipped strategy?
Hint: It’s not just read first, watch the lecture, and
then practice in class.

What are the key components of
the flipped strategy?
1. Choose material that lends itself to flipping
2. Prepare pre-class materials.
3. Prepare in-class materials.
4. Provide incentives to complete the entire
process.

Component 1: Choose material that
lends itself to flipping.
What type of material lends itself to this strategy?

Flipping works best with cognitive tasks
and software-based tasks

Component 2. Prepare pre-class
materials
What is the purpose of pre-class materials?

Pre-class materials prepare learners
to perform the skill by providing an
overview of the skill as well as
explanations of key concepts and
terms.
They might also include a demonstration of the
skills.

Teach material in manageable chunks.
 No longer married to “all of the reading then
all of the lecture”
 Can teach material one component skill at a
time

Specifically address these issues

Generate
interest
In the entire topic of the lesson
Use something engaging:
 Scenario
 Guiding question (responses on discussion board)

Generate
interest
 Scenario
Read Texts, articles, websites,

Generate
interest
 Scenario
Lecture Brief videos (original or from the Web), 5-7 minutes, end with
a “cliffhanger”
What would you do for a cliffhanger

Generate
interest
 Scenario
a “cliffhanger”
Reflect and
practice
 Practice problems and share answers with classmates; get
learners to also reflect on differences in classmate’s
responses
 Or reflect on how they might apply the lessons in an online
discussion

Generate
interest
 Scenario
a “cliffhanger”
Reflect and
practice
 Practice problems and share answers with classmates; get
learners to also reflect on differences in classmate’s
responses
 Or reflect on how they might apply the lessons in an online
discussion
Prepare a
singular guide
through the
disparate pieces
Guidesheet
 Instructions for going through the materials
 Guiding questions to help learners focus their reading
 Instructions to prepare for class

How do you plan to ensure that the
pre-class work is completed?

How do you plan to ensure that the
pre-class work is completed?
 Inspect it
 Test it
 Require it

In the flipped strategy, what is the
purpose of the classroom session?
Share your thoughts

In the flipped strategy, the class
session (a) verifies mastery of the
pre-class material and (b) practices
the broader skill covered by the
lesson.

Check-in
How well are you following this discussion?
1 2 3 4 5
I’m lost I think I’m
getting it
but won’t
know until
we start
designing
I’ve got this
down pat

Component 3: Classroom Session

Verify
understanding
How can you make the verification engaging?

Verify
understanding
Practice the skill Choose activities that are appropriate to the material:
 Scenarios
 Hands-on labs

Verify
understanding
Scenarios
Hands-on labs
Provide exercises
for both near and
far transfer
What are near and far transfer?

Verify
understanding
Scenarios
Hands-on labs
Provide exercises
for both near and
far transfer
 Near transfer Apply material in situations nearly
identical to the ones covered in class.
 Far transfer Apply material in situations that
significantly differ from the ones covered in class.

Verify
understanding
Scenarios
Hands-on labs
Provide exercises
for both near and
far transfer
 Near transfer Apply material in situations nearly
identical to the ones covered in class.
 Far transfer Apply material in situations that
significantly differ from the ones covered in class.
Wrap-up Summarize and reflect on the learning and its applications
Link to additional class sessions, especially the next one

Component 4: Providing incentives to complete
the pre-work

Design – Along
1. Mini needs assessment (series of questions)
2. Design (series of questions)
3. Document the design as a formal lesson plan

a. Pick a class session you want to flip

Picking the class: What do you want to
teach learners?

Picking the class: Make sure it is a
subject that ends itself to advance
reading or viewing, some preparation,
and in-class problem solving?

Picking the class: How do you hope to
benefit learners by flipping the class?

Picking the class: At the end of the pre-
and in-class pair, what should students
be able to do

b. What do you want to do in the
classroom session? That is, what skills
do you want to practice, types of
problems do you want to work on?

c. To be prepared to come to class to
work the problems or practice, what do
learners need to be able to do?

Pre-class: What concepts must learners
master?

Pre-class: With which policies must
learners be familiar (if any)?

Pre-class: What terms must learners
learn?

Pre-class: Which processes or
protocols must learners be able to
explain?

d. Who are the learners?
 What factors in their home and work lives
would affect their ability to complete pre-class
work on time?
 What factors in their home and work lives
would encourage learners to complete the pre-
class work on time?

e. What are the objectives:
 Of the entire lesson
 Of the pre-work only?
 Of the classroom session only?

f. Write assessment questions for
each (ideally open ones rather than
objective ones).

2. Design
Using the knowledge gained through the mini
needs assessment, prepare a lesson plan (design)
for your flipped lesson.

a. What is the general instructional
strategy holding the entire lesson
together?

Mastery
 Engage interest
 Provide an overview
 Present material
 Demonstrate skill
 Practice skill
 Summarize
 Test

Experiential
 Experience
 Read to identify core material
 Review findings to verify understanding
 Practice skills with a second experience

Classical
 Read
 Lecture
 Practice

Pre-work: self-study course
What are the expectations of a self-study course
on the part of learners?

What are the expectations of a self-
study course on the part of learners?
 Explanation of purpose and benefits of the
lesson
 Clear unambiguous path through the materials
 Clear materials that can be comprehended on
the first try and without assistance
 Activities that students feel prepared to
complete
 Responses to the activities (or knowledge of
when they will receive responses)

What are the conventions of a self-study
course?

What are the conventions of a self-study
course?
 Guide through the materials.
 Introduction.
 Clearly labelled activities.
 Clear feedback on interactive activities.
 Clear instructions on what to do next.
 Indication of progress through the materials.
 Notification of time needed (workplace only)

Can you “chunk” the pre-work into
component skills for easier
comprehension?

How will you introduce the lesson?

For each component skill, which
resources do you plan to use to develop
and reinforce the skills through self-
study?
Can you leverage existing materials?
Do you need to develop new ones?

Do you also plan to ask learners to
reflect on or practice a component
skill? Combined skills?
How do you plan to do so?

Can you use existing materials as is or
do you need to adjust them?

Which ones are new? What medium
will you use for them?
For videos, what’s the “cliffhanger” at the end?

How will you guide through the pre-
class work?

What instructions will you provide
students to prepare for class?

Plan for the class session
How will you reinforce the pre-class material?

In addition to reinforcing material,
do you need to demonstrate
something? What? Why?

Which are the must-cover problems in
class?

Prepare feedback
 Correct answer
 Anticipated errors and feedback for them

How do you plan to summarize the
lesson?

How will you assess knowledge?

How will you link this session to the
next class session?

3. Prepare a formal lesson plan
Objectives 1
2
3 . . .
Pre-work 1
2
3 . . .
Materials needed:
Required preparation for
class
1
2
3 . . .
Class work 1
2
3 . . .
Link to next lesson 1
2
3 . . .

Take-Aways
What insights about designing a flipped classs
will you take away from this workshop to your
work?

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