In the Flipped Classroom model, activities that are traditionally done during class time, particularly content delivery, are shifted outside the classroom in order to free up class time for experiential activities-swapping instruction for homework. Because the instructor is freed from delivering content during class time, he or she can spend that time enabling engagement with course concepts, whether answering individual questions or facilitating group work. In the context of Bloom's taxonomy of educational objectives, the lower-level cognitive activities remembering and understanding information take place before class, and activities focused on promoting higher-level cognitive acquisition, applying, analyzing, evaluating, and creating take place in class with instructor as facilitator. Instructors can focus those activities on concepts typically more difficult to master, or areas in which assessment measure indicate students are struggling. Instructional technologies and active learning strategies are key components of the flipped model, serving as enablers of the strategy.
Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions. The video lecture is often seen as the key ingredient in the flipped approach, such lectures being either created by the instructor and posted online or selected from an online repository. While a prerecorded lecture could certainly be a podcast or other audio format, the ease with which video can be accessed and viewed today has made it so ubiquitous that the flipped model has come to be identified with it. The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. During class sessions, instructors function as coaches or advisors, encouraging students in individual inquiry and collaborative effort.
We have a number of tools available at UNF to support this strategy such as, Canvas Studio (formerly Arc), Canvas's online testing tools, and the Clicker system. If you're interested in starting to flip your classroom and would like assistance, please contact the Instructional Design Team.
Flipping the Classroom (Vanderbilt University Center for Teaching, Cynthia J. Brame
Great overview of the flipped model and underlying theoretical framework, as well as strategies and resources.
The Flipped Classroom FAQ (CRTL Network, Derek Bruff)
Nice overview of the flipped model with special emphasis on misconceptions and use (or non-use) of technology.
Let's Use Video to Reinvent Education (TED, Salman Khan)
Salman Khan talks about how and why he created the Khan Academy, a series of educational videos offering complete curricula in math and other subjects.
Inside the Flipped Classroom (The Chronicle, Katherine Mangan)
Coverage from The Chronicle including faculty and student reflections, successes and failures.
Flipped Institute (Sponsored by MediaCore, TechSmith, and the iPad Academy)
This site is full of resources, downloadable guides, and how-to videos. Content is tagged as K-12 or Higher Ed appropriate.
The Flipped Classroom (University of Northern Colorado, Jerry Overymyer)
Site dedicated to helping educators use screencasting to flip the classroom. Includes resources, how-to's, and videos.
How to Make the Most of the Flipped Classroom (Campus Technology, David Raths)
Comprehensive article which includes concrete examples and strategies from faculty at a variety of institutions.
Flipped Classrooms - Old or New? (Tomorrow's Professor, Marilla Svinicki)
Originally published in the National Teaching and Learning Forum Newsletter, this post takes on instructor and student mindsets as related to Flipped strategies.
2 Great Techniques for the Flipped Classroom (Campus Technology, Dian Schaffhauser)
Brief article with two quick pedagogy-driven methods to inspire more student engagement in a flipped class.
Briggs, A. (2015, February 11). Ten Ways to Overcome Barriers to Student Engagement Online (Academic Technology: At the College of William and Mary). Retrieved from www.onlinelearningconsortium.org