The Flipped Classroom is a teaching model where the core idea is to “flip” the instructional approach. Students take part in passive learning activities like reading and/or watching lectures on their own time prior to attending class. This reserves the class time to be a place to work on course assignments with the instructor and classmates present. This model encourages active learning by using class time for collaboration and engagement.
- Create quality pre-recorded lectures that relay the course content effectively (substantial pre-planning and prep work required before pilot semester).
- Reduce lectures to manageable segments (about 15 minutes)
- Develop classroom activities that promote Active Learning. Students should be applying the knowledge gained from lectures and readings. (i.e., case studies, debates, discussions, group projects, problem solving, presentations, individual assignments, educational games)
- Avoid “busy work” to simply fill the time.
- Be available during class time to assist and facilitate. Circulate, be prepared to guide and encourage active learning in a student-centered environment. Interact with the class.
- Tucker, B. (2012). The Flipped Classroom. EducationNext, 12(1): 82-83.
- Yee, K. Interactive Techniques. University of South Florida.
- Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R. S., Platt, T., Varma‐Nelson, P., & White, H. B. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochemistry and molecular biology education, 36(4), 262-273.
- Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435.