{"id":5105,"date":"2019-04-15T15:07:46","date_gmt":"2019-04-15T18:37:46","guid":{"rendered":"http:\/\/blog.citl.mun.ca\/instructionalresourcesdev-v4\/?page_id=5105"},"modified":"2024-09-10T10:42:10","modified_gmt":"2024-09-10T14:12:10","slug":"flipped-classroom","status":"publish","type":"post","link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/flipped-classroom\/","title":{"rendered":"Flipped Classroom"},"content":{"rendered":"<h2 class=\"wp-block-heading\">What is a \u201cflipped classroom\u201d and why would I use this strategy in a course?<\/h2>\n<p>This resource will help you become familiar with the term \u2018flipped classroom\u2019 and consider how to use it as an instructional strategy in your class.<\/p>\n<p>Flipped classrooms are a pedagogical approach in which the classroom lecture time is replaced by learning activities. It is based on the premise that \u201cstudents are willing and capable of making substantial preparation before coming to class [or] lab in order to maximize efficiency of student-instructor contact time\u201d (Paredes et al., 2010, p. 186).<\/p>\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:20px\"><\/div>\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<style>\n       .errordiv { padding:10px; margin:10px; border: 1px solid #555555;color: #000000;background-color: #f8f8f8; width:500px; }#advanced_iframe {visibility:visible;opacity:1;vertical-align:top;}.ai-info-bottom-iframe { position: fixed; z-index: 10000; bottom:0; left: 0; margin: 0px; text-align: center; width: 100%; background-color: #ff9999; padding-left: 5px;padding-bottom: 5px; border-top: 1px solid #aaa } a.ai-bold {font-weight: bold;}#ai-layer-div-advanced_iframe p {height:100%;margin:0;padding:0}<\/style>\n<p><script type=\"text\/javascript\">var ai_iframe_width_advanced_iframe = 0;var ai_iframe_height_advanced_iframe = 0;function aiReceiveMessageadvanced_iframe(event) {  aiProcessMessage(event,\"advanced_iframe\", \"true\",\"\",\"false\",\"false\");}if (window.addEventListener) {  window.addEventListener(\"message\", aiReceiveMessageadvanced_iframe);} else if (el.attachEvent)  {  el.attachEvent(\"message\", aiReceiveMessageadvanced_iframe);}var aiOnloadScrollTop=\"true\";var aiShowDebug=false;\n\t\tif (typeof aiReadyCallbacks === 'undefined') {\n\t\t\tvar aiReadyCallbacks = [];\n\t\t} else if (!(aiReadyCallbacks instanceof Array)) {\n\t\t\tvar aiReadyCallbacks = [];\n\t\t}    function aiShowIframeId(id_iframe) { jQuery(\"#\"+id_iframe).css(\"visibility\", \"visible\");    }    function aiResizeIframeHeight(height) { aiResizeIframeHeight(height,advanced_iframe); }    function aiResizeIframeHeightId(height,width,id) {aiResizeIframeHeightById(id,height);}<\/script><iframe id=\"advanced_iframe\"  name=\"advanced_iframe\"  src=\"https:\/\/streaming.citl.mun.ca\/play\/courses.php?id=cJJbdPQqUQkGb9cjFmIgCipH7z0xzQUR6ZMvsRIUVUSaV204fbkWjx%2BRNtxiZ4y%2BvCSwVYgSB8GDY5GI%2FpUmaMsu2Zwi%2BOm3O%2FALwivEHHMOwGIROKHmfjCFOddbK25jVlzF%2FH9TBnQX4wnCIWi7LQ%3D%3D\"  width=\"100%\"  height=\"600\"  scrolling=\"no\"  frameborder=\"0\"  border=\"0\"  allowtransparency=\"true\"  loading=\"lazy\"  style=\";border-width: 0px;;border: none;;width:100%;;height:600px;\"  allowfullscreen ><\/iframe><script type=\"text\/javascript\">var ifrm_advanced_iframe = document.getElementById(\"advanced_iframe\");var hiddenTabsDoneadvanced_iframe = false;\nfunction resizeCallbackadvanced_iframe() {}<\/script><script type=\"text\/javascript\"><\/script><\/p>\n<p style=\"display:block !important; visibility:visible !important;margin: -18px 14px 0 0;padding-left: 3px;padding-top:3px;background: white; overflow: hidden; position: relative; line-height:15px;width: fit-content;\"><small style=\"display:block !important;visibility:visible !important\">powered by Advanced iFrame<\/small><\/p>\n<\/div>\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:20px\"><\/div>\n<\/div>\n<h2 class=\"wp-block-heading\">Roles of Instructor and Students<\/h2>\n<p>Think about what your students will do prior to, during, and after the virtual class session; as well as what you will be doing to facilitate learning.<\/p>\n<figure class=\"wp-block-table\">\n<table>\n<thead>\n<tr>\n<th><\/th>\n<th>Student Role<\/th>\n<th><strong>Instructor Role<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<th>Synchronous<\/th>\n<td>\n<ul>\n<li>Increased responsibility for learning<\/li>\n<li>Doing, observing, and reflecting<\/li>\n<li>Monitoring and evaluating their progress<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Facilitator and mentor<\/li>\n<li>Introducing content and helping students make sense of it<\/li>\n<li>Assessing learning and providing feedback<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<th>Asynchronous<\/th>\n<td>\n<ul>\n<li>Preparing for synchronous session<\/li>\n<li>Completing individual and group\n<ul>\n<li>work<\/li>\n<li>activities<\/li>\n<li>assessments<\/li>\n<\/ul>\n<\/li>\n<li>Summarizing concepts<\/li>\n<li>Reflecting on learning, thinking about what they\u2019re doing<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Establishing approaches to introduce topics and concepts prior to synchronous sessions<\/li>\n<li>Designing opportunities for students to continue applying and reflecting on what they are doing<\/li>\n<li>Facilitating and assessing student understanding<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<h2 class=\"wp-block-heading\">What are the additional benefits of a flipped classroom?<\/h2>\n<p>You may ask yourself, \u201cWhat are the benefits of a flipped classroom?\u201d Flipped classrooms:<\/p>\n<ul class=\"wp-block-list\">\n<li>shift to students taking greater responsibility for learning and instructor becomes more of a facilitator and mentor<\/li>\n<li>see the instructor as still being key as they\u2019re needed to clarify material, guide students, facilitate in-class activities, and assess student learning<\/li>\n<li>maximize efficiency of student-instructor contact time<\/li>\n<li>provide opportunities for instructor to&nbsp;identify what students know and decide how best to use in-class time; clarify material, guide students, facilitate in-class activities, and assess student learning<\/li>\n<li>involve \u2018Active Learning\u2019 wherein students \u201cdo meaningful learning activities and think about what they are doing\u201d (Butt, p. 34) and receive&nbsp;feedback on performance in these activities<\/li>\n<li>help instructors&nbsp;identify what students know and decide if the pace can be accelerated<\/li>\n<li>lead to a deeper approach of learning wherein the course is student-centered (Marton &amp; S\u00e4lj\u00f6, 1976, in Butt, p. 34)<\/li>\n<li>shift the relationship among students themselves (Neshyba, 2013, p. 11, A Guide to the Flipped Classroom)<\/li>\n<li>provide an incentive for students to prepare for class&nbsp;and be more active learners<\/li>\n<li>provide students with positive learning experiences (Bishop &amp; Verleger, 2013, in Butt, p. 35)<\/li>\n<li>make it possible to do hands-on projects for which the course previously never had time (Mangan, 2013, p. 9, A Guide to the Flipped Classroom)<\/li>\n<li>create opportunities for problem-solving and personalized interaction<\/li>\n<li>accommodate multiple learning styles<\/li>\n<li>allow time for reflection<\/li>\n<li>provide greater gains in conceptual understanding<\/li>\n<li>involve a form of mastery learning, like in a Community of Practice (CoP)<\/li>\n<\/ul>\n<h2 class=\"wp-block-heading\">How to Get Started<\/h2>\n<p>Enter the process slowly, maybe one class period per week or per module; or simply continue with lecture but stop intermittently to quiz and give feedback on students\u2019 understanding of the concept. Whatever method used, you still need to start by defining the underlying concepts to be taught, the learning outcomes and their associated assessments. Just remember to plan how the learning time is to be used. Contact an Instructional Designer to discuss further.<\/p>\n<h2 class=\"wp-block-heading\">References<\/h2>\n<ul class=\"ref-list wp-block-list\">\n<li>Butt, A. (2014). Student Views on the Use of a Flipped Classroom Approach: Evidence from Australia. <em>Business Education &amp; Accreditation, 6<\/em>(1), 33-43.<\/li>\n<li>The Chronicle of Higher Education, Inc. (2014). Guide to the Flipped Classroom. <em>The Chronicle of Higher Education.<\/em> Retrieved from <a href=\"https:\/\/chronicle.brightspotcdn.com\/2d\/9e\/7a49c27081d6833753f2d10d2340\/a-guide-to-the-flipped-classroom.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/chronicle.brightspotcdn.com\/2d\/9e\/7a49c27081d6833753f2d10d2340\/a-guide-to-the-flipped-classroom.pdf<\/a><\/li>\n<li>Educause. (2012, February). 7 Things you Should Know about\u2026 Flipped Classrooms. <em>Educause.<\/em><a href=\"https:\/\/library.educause.edu\/resources\/2012\/2\/7-things-you-should-know-about-flipped-classrooms\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/library.educause.edu\/resources\/2012\/2\/7-things-you-should-know-about-flipped-classrooms<\/a><\/li>\n<li>Honeycutt, B. (2015, January 25). Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work. <em>Faculty Focus<\/em>. Retrieved from <a href=\"http:\/\/www.facultyfocus.com\/articles\/blended-flipped-learning\/ready-to-flip-three-ways-to-hold-students-accountable-for-pre-class-work\/\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/www.facultyfocus.com\/articles\/blended-flipped-learning\/ready-to-flip-three-ways-to-hold-students-accountable-for-pre-class-work\/<\/a><\/li>\n<li>Honeycutt, B., &amp; Egan Warren, S. (2014, February 17). The Flipped Classroom: Tips for Integrating Moments of Reflection. <em>Faculty Focus.<\/em> Retrieved from <a href=\"http:\/\/www.facultyfocus.com\/articles\/instructional-design\/flipped-classroom-tips-integrating-moments-reflection\/#sthash.ItrQiqWk.dpuf\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/www.facultyfocus.com\/articles\/instructional-design\/flipped-classroom-tips-integrating-moments-reflection\/#sthash.ItrQiqWk.dpuf<\/a><\/li>\n<li>Kachka, P. (2012, October 23). Understanding the Flipped Classroom: Part 1 and II. <em>Faculty Focus.<\/em> Retrieved from <a href=\"http:\/\/www.facultyfocus.com\/articles\/teaching-with-technology-articles\/understanding-the-flipped-classroom-part-1\/\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/www.facultyfocus.com\/articles\/teaching-with-technology-articles\/understanding-the-flipped-classroom-part-1\/<\/a><\/li>\n<li>New York University. The Flipped Class Demystified. Retrieved from <a href=\"http:\/\/www.nyu.edu\/faculty\/teaching-and-learning-resources\/strategies-for-teaching-with-tech\/flipped-classes\/the-flipped-class-demystified.html\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/www.nyu.edu\/faculty\/teaching-and-learning-resources\/strategies-for-teaching-with-tech\/flipped-classes\/the-flipped-class-demystified.html<\/a><\/li>\n<li>Paredes, J., Pennington, R. L., Pursell, D. P., Sloop, J. C. &amp; Tsoi, M. Y. (2010). Engaging Science Students with Handheld Technology and Applications by Re-visiting the Thayer Method of Teaching and Learning. <em>Georgia Journal of Science, 68<\/em>(4), 186-195.<\/li>\n<li>Teaching with Ted. (2012). Flipping the Classroom. Retrieved from <a href=\"http:\/\/teachingwithted.pbworks.com\/w\/page\/37315118\/Flipping-the-Classroom\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/teachingwithted.pbworks.com\/w\/page\/37315118\/Flipping-the-Classroom<\/a><\/li>\n<li>Young. J. R. (2015, January 7). When a Flipped-Classroom Pioneer Hands off His Video Lectures, This is What Happens. <em>The Chronicle of Higher Education.<\/em> Retrieved from <a href=\"https:\/\/chronicle.brightspotcdn.com\/2d\/9e\/7a49c27081d6833753f2d10d2340\/a-guide-to-the-flipped-classroom.pdf\" target=\"_blank\" rel=\"noreferrer noopener\" data-type=\"URL\" data-id=\"https:\/\/chronicle.brightspotcdn.com\/2d\/9e\/7a49c27081d6833753f2d10d2340\/a-guide-to-the-flipped-classroom.pdf\">https:\/\/chronicle.brightspotcdn.com\/2d\/9e\/7a49c27081d6833753f2d10d2340\/a-guide-to-the-flipped-classroom.pdf<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>What is a \u201cflipped classroom\u201d and why would I use this strategy in a course?<\/p>\n","protected":false},"author":59,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[357],"tags":[257,265],"collection":[],"class_list":["post-5105","post","type-post","status-publish","format-standard","hentry","category-instructional-strategies","tag-instructional-strategies","tag-teaching"],"featured_image_src":null,"author_info":{"display_name":"pamp","author_link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/author\/pamp\/"},"acf":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7y0Lp-1kl","_links":{"self":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/5105","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/users\/59"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/comments?post=5105"}],"version-history":[{"count":33,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/5105\/revisions"}],"predecessor-version":[{"id":22215,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/5105\/revisions\/22215"}],"wp:attachment":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/media?parent=5105"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/categories?post=5105"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/tags?post=5105"},{"taxonomy":"collection","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/collection?post=5105"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}