A flipped classroom is one where the lectures become the homework and the traditional homework tasks take place in the lesson time. This enables students to attend sessions with an understanding of the subject and to conceptualise and build upon it through doing exercises in class, with you, as the tutor, on hand to answer questions and explore the topic in more detail. This moves the tutor from the “sage on the stage, to the guide on the side” (King, 1993).
This is a re-blog post by Kate Soper and published with kind permission.
Why should I flip?
Flipping your classroom does involve a bit of planning and preparation, however when it is implemented well it has a positive impact on the student experience and their attainment (Nwosisi et al, 2016, Bishop & Verleger, 2013, ).
Don’t forget, you don’t have to flip ALL your lessons all the time to have an impact (Nwosisi et al, 2016). Why not plan in a couple of sessions in the next academic year that gives you (and the students) a chance to explore a flipped classroom approach?
What tech do I need?
You definitely don’t need much tech to flip your classroom, if you have access to the internet then you’ll have most of the tools to hand already!
Creating your own content:
- Voice over PowerPoint – This is really easy to do and turns your PowerPoints into a video for your students to watch. Check out this #1miniuteCPD guide to see how to use it: #2 Podcast your PowerPoints!
- Screen recording tools – there’s a host of different tools available to capture a screen recording (i.e. record what you can see on your PC). You can use this to demonstrate to students how to use a piece of software or provide an audio commentary on some online content amongst some of the uses. There are many different screen capture softwares available, with lots of them being free. Have a look at these #1minuteCPD guides to screen capture recording:#1minuteCPD guides to screen recording
Exploring existing content:
It is also worth exploring some of the excellent (and free) materials that are available on-line already.
- TED Talks – if you’re not familiar with TED Talks I strongly recommend having a look. They cover a range of different topics in interesting and engaging ways.
- Khan Academy : A large collection of free lectures on a large range of topics. Khan Academy has a teacher function that enables you to manage your class.
- YouTube: There is so much free online content on YouTube. This is a great place to have a look for content that you could use to enhance your flipped classroom.
*MMU staff…If you’re not sure how to add video content to your Moodle area, check out these #1minuteCPD videos:
Making video content more active
OK – so even in a flipped classroom model, you’ll want to encourage your students to reflect and engage with the content. There are some great, free tools available that allow you to add in questions, audio-clips and reflection points onto video content. You don’t even have to have made the video yourself.
#1minuteCPD have done an introduction video to Ed Puzzle, which provides a good indication of how it works: #170 An introduction to Ed Puzzle [1/2]: Make video learning active!
Prepare your students!
One of the most important parts of flipping your classroom is to talk to your students first. Having a conversation about why you are using this approach, what your commitment will be, what their commitment will be, etc. will help to ensure that they engage with the process. Be ready to listen to their concerns and be prepared to be flexible in your responses. As I have explored in a previous blog post, ( Can we change how we think about teaching and learning?), many students will have a preconceived idea about what “good teaching” and “good learning” looks like. Be prepared to explore and challenge these conceptions before you introduce a flipped classroom model.
What if it flops?
Bishop, J.L. and Verleger, M.A., 2013, June. The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA.
King, A., 1993. From sage on the stage to guide on the side. College teaching, 41(1), pp.30-35
Nwosisi, C., Ferreira, A., Rosenberg, W. and Walsh, K., 2016. A Study of the Flipped Classroom and Its Effectiveness in Flipping Thirty Percent of the Course Content.International Journal of Information and Education Technology, 6(5), p.348.