1. FLIPPING THE CLASSROOM
Strategies for Covering the Content While
Increasing Active and Higher-Order Learning
Brenda Adrian, Instructional Technology
Julie Sievers, Center for Teaching Excellence
Angel Tazzer, Instructional Technology
Margy Warner, Library

2. Why Flip?
Because everybody
is doing it?
wait . . . that can’t be right

3. REASONS TO FLIP
Deepen students’ knowledge and move to
higher-order skills
Make the best use of your skills as instructor
Take the pulse of the class – early and often
Interact more with students
Stay on your toes

4. MYTHS ABOUT FLIPPED CLASSROOMS
 It’s all about the videos
 You have to flip your entire class
 Students will love not having lectures in class
 It’s just the latest trend
 There’s only one way to flip a classroom
 It’s a way to replace faculty
 Students won’t do out of class work

5. FLIPPING THE CLASSROOM
 Students learn new content outside of class
 Readings
 Video
 Podcasts
 Students review or apply new content in class
 Quizzes
 Discussion
 Collaborative Assignments

6. PEER INSTRUCTION (PI)
 Developed by Eric Mazur in the early 1990s
Presentation of a topic in Peer instruction ~ 15 Minutes
Mini – Lecture 7 – 10 minutes
Question Posed 1 minute
Students given time to think 1-2 minutes
Neighboring students discuss their answers 2 – 4 minutes
Students record / report reviewed answers
Feedback to Teacher: Tally of Answers
Explanation of the correct answer
Source: http://www.compadre.org/perug/guides/section.cfm?G=Peer_Instruction&S=Wh

7. JUST-IN-TIME TEACHING
Students Complete a Pre-Class Reading Assignment
Students Submit a Reading-Based Assignment Online
Instructor Reviews Students’ Assignment Prior to Class
Instructor Clarifies Common Misunderstandings During Class
Process is Repeated with Next Class

8. PEER INSTRUCTION: DR. ERIC MAZUR
 http://www.youtube.com/watch?v=lBYrKPoVFwg&feature=
share&list=UUb8MCK0KpefTuXlCsWzPBiA

9. TABLE DISCUSSIONS
At your tables, discuss the following questions for 10 minutes.
 1. Have you tried any of these models? If so, what worked well,
and what didn’t?
 Pre-class videos/screencasts
 Pre-class readings
 Peer learning
 Just-in-time teaching
 2. Which models are you interested in trying, and why?

10. GETTING STUDENTS TO DO THE PREP
4 STRATEGIES
1. Sell it
2. Give them a purpose / focus
3. Hold them accountable
4. Stop lecturing the readings / videos
5. All of the above

11. 1. SELL THE PREP
 Explain purpose, value, relevance
 Pitch the pedagogy
 Appeal to their grade concerns

12. 2. GIVE THEM A PURPOSE OR FOCUS
 Introduce / Frame it
 Focus their attention
 Explain what they’ll need to do with it
 Provide guiding questions
 Assign homework over it

13. 3. HOLD THEM ACCOUNTABLE
 Quizzes
 Frequent & regular
 Homework
 Notes, summaries, abstracts & outlines, concept maps, or mind maps
 Answers to study, reading, or end-of-chapter questions
 Solutions to problems
 Writing-to-learn exercises (journaling, reflection, analysis, blogging)
 Application

14.  In-class problem-solving or written exercises
 Problems
 Mind dump
 Reading/viewing response mini-essay, summary, or paraphrase
 Minute paper
 Concept or mind map

15.  Oral performance
 Random calling
 Students bring questions, call on other students to answer
 Recitation sessions – simple to higher-order questions
 Socratic method
 debates, panels, press conferences, role plays, simulations
 Grade, but not in time-intensive ways
 One-four-point scale
 No need for feedback
 Grades need to count towards final grade (more than 5%, up to 20%)

16. 4. STAND YOUR GROUND
 Don’t lecture the readings / videos / prep
 Extend, update, clarify . . . but don’t repeat

17. TABLE DISCUSSIONS
At your tables, take 10 minutes to discuss the following questions
 In the past, what strategies have you found most effective for
motivating students to prep for class? What have you tried that
did not work?
 Of those listed, which strategies hold the most potential for your
courses?

18. OOpen Educational Resources
Margy Warner

19. “We are excited about the growth of school models that blend
the best of face-to-face and digital instruction to personalize
learning for students.”
Stacy Childress, Deputy Director of Innovation, Bill and Melinda Gates Foundation
“But how do most teachers figure out what’s available and
right for them? There’s not yet a good answer to this
question.”
2012 Annual Letter From Bill Gates | Bill & Melinda Gates Foundation

20. FACULTY SERVICES, TOOLS &
RESOURCES

22. COPYRIGHT CRASH COURSE
✩Copyright Crash Course
http://copyright.lib.utexas.edu/
Online Tutorial will help you learn about
how ownership of copyrighted materials
works.
Learn about Fair Use
Learn how to use a Creative Commons
license

23. OPEN/FREE EDUCATIONAL CONTENT
There are many, many sources for free/open academic
content.
●Open Content Repositories
●Higher Ed Sponsored Open Courseware
●Random Academic Resources – videos, lectures, images,
podcasts….

24. OPEN CONTENT REPOSITORIES
http://www.oercommons.org
✩ The OER COMMONS
Worldwide learning network of shared
teaching and learning.

25. OPEN CONTENT REPOSITORIES

26. HIGHER ED SPONSORED OPENCOURSEWARE
(OCW)

27. RANDOM ACADEMIC RESOURCES – VIDEOS,
LECTURES, IMAGES, PODCASTS….

29. CLASSROOM ACTIVITIES

30. Creative Approaches to the Syllabus Tona Hangen

31. WHAT TO DO WITH CLASS TIME?
One example:
 Eric Mazur, Physics,
Harvard University
 peer instruction over
challenging
questions, with
clickers

32. ACTIVE LEARNING ACTIVITIES
 informal group learning  formal group learning
activities activities
 group problem solving  team-based learning
 think / pair / share  inquiry-guided learning
 ConcepTests / peer  problem-based learning
instruction  project-based learning
 Jigsaw
 structured / academic
controversy
 group investigation

33.  discussions  writing-to-learn activities
 small group  freewrites
 whole group  peer review of drafts
 one-minute papers
 mock tests
 simulations, role playing,  case studies:
and games  discussions or analyses

34.  service learning & civic  student presentation
engagement activities activities
 debates
 panel discussions
 undergraduate research
 expert individuals or teams
 symposium
 guest speakers

35. THINK, DISCUSS
 Take 3-4 minutes and write down the classroom activities that
have worked best for you in the past. Why were they effective?