The Flipped Classroom

What is Flipped?

Flipped Learning or the Flipped Classroom (Bergmann & Sams, 2012) is a course design framework that prioritizes the active learning during the class meetings. Ii is also referred to as Reverse or Backwards Learning. It is a form of blended learning which utilizes technology as a critical tool in implementing this approach. It typically has two phases:

• The pre-class information sharing
• In-class meetings interactive experiences

Flipped Learning Framework

Using Bloom's Digitalized Taxonomy, the lower cognitive challenges and skills are completed outside of class meetings and the higher cognitive challenges and skills occur during class meetings.

​Phase 1

• Identify the basic knowledge, skills and/or concepts the students need for higher order learning in-class
  • E.g. readings, short videos, reviewing models/maps/images, podcasts, screencasts, etc.
• Identify and create the infrastructure incentives for students to prepare for class meetings
  • E.g. course activity points, start-of-class assessments, focused utilization of the pre-class tasks, etc.
• Identify ways to assess what has been learned prior to class
  • E.g. short summaries, online quizzes, lists, sequencing tasks, worksheets, polls, concept mapping, etc.
  • Check out our Tech Tools for engaging options
• The typical lecture or passive learning processes of being introduced to new information, concepts, skills, etc. occur prior to the classroom sessions via readings, video lectures, TEDtalks, podcasts, slide shows, videos, movies, demonstrations, etc.
  • Instructors create information resources needed for the upcoming in-class meetings

Phase 2

• Utilizes a variety of active learning experiences to build on and use what was gleaned prior to class
  • E.g. where students apply pre-class learning to a variety of contexts, peer demonstrations, ranking or rating objects/skills/behaviors, case studies, predictions, analyses, etc.
• Emphasizes utilization/application of higher order cognitive functions
  • E.g. concept mapping, re-constructing events, creative exercises, mini-research projects, case studies, categorizing ideas/behaviors/concepts, small group discussions/debates, application experiences, etc.
  • Teachers are guides, facilitators, support, feedback providers, resource providers, etc.

Key Design Principles

Pre-Class

• In-class preparation focused on key topics, skills or concepts via review, exploration, websites, readings, videos, podcasts, infographs, etc.

In-Class

• Meaningful engagement or application
• Active learning activities
• Student-centered and universally designed learning
• Experiments and problem-solving
• Peer teaching

Post-Class

• Reflections, summaries and reviews
• Presentation creation
• Online discussions, blogs, polls, etc.

Course Design Process

• Identify the threshold concepts skills, knowledge and capabilities for the course.
• Determine assessment strategies
• Review the experiential learning cycle and case/problem-based design 
• Determine readings, activities, experiences that will help students attain threshold concepts, skills, knowledge

Design Resources

• Flipped Classrooms - UT Austin
  
  • A comparison between the traditional and flipped classrooms
• Flipped Through Design - Ohio State University
• Flipping the Classroom - Vanderbilt University
• Goodman, J. (June 14, 2017). Let Students Be Your Guide. Inside Higher Ed
• Research into Practice: Flipped Classrooms - Education Partnerships Inc.
• ELI. (February 7, 2012). 7 things about flipped classrooms. EDUCAUSE
• Flipped Learning Network. (2014). The Four Pillars - F-L-I-P