1. Professional Development Workshop
Using Flipped
Learning in
the College
Classroom
Karen Silvestri and Steven Byrd
The Learning Center at Robeson Community College

2. Also called
• Flipped Lesson
• Flipped Learning
• Flipping the Classroom
• Inverted Learning
• Balanced Learning

4. What is Flipped Learning?
• Becoming increasingly popular in many academic arenas from
primary school to university.
Traditional mode of instruction:
• lesson content (lecture) during class
• brief in-class practice
• homework
Flipped mode of instruction:
• lesson content (lecture) before class
• class time to practice concepts (do homework)
• Students participate in learning activities with the instructor
present to help them.

5. Introduction
• This short video briefly introduces you to the founder of flipped learning,
Sal Khan and how flipped learning works.
• We ask that you write down questions and thoughts during and directly
after viewing.
• This is an example of what instructors would ask
students to do before coming to class.
60 minutes video on YouTube 13:27 minutes
http://youtu.be/zxJgPHM5NYI

6. Some Advantages for Educators
• Students who enjoy your class are more likely to not only
attend but to be more involved
• Less time spent behind the laptop lecturing
• Time for hands-on learning and creative projects
• Excellent video lectures are freely/easily available
• Less time planning lessons (once you’ve made your videos or
screencasts, you can use them over and over)
• The direct, face-to-face interaction of flipped learning
provides a workaround for situations where classroom
technology is unavailable, unreliable, or otherwise not ideal

7. Encourages student engagement
• A successful flipped learning classroom gives
students no choice BUT to become involved;
student preparation, engagement, and
participation become even more necessary
parts of student success
• The flipped classroom environment, with its
new focus on practical exercises and creative
activities, makes student engagement easier,
more fun, and more rewarding

8. Advantages of Flipping for
Students
Promotes peer Fosters
interaction and independent
Makes
collaboration learning
learning
skills
central,
rather than
teaching
Encourages Provides
higher increased
student individualized
engagement attention

9. The Homework Dilemma
•Student gets frustrated and •Teacher is there to help student
gives up when they get stuck
•Teacher reviews homework in •Review takes place in class with
class peers and teacher
•Many students are afraid to •Teacher is present to watch for
ask for help or didn’t do the students who are struggling and
homework offer immediate help
•Student does not read the •Students get immediate verbal
comments teacher puts on feedback while they are working
graded homework

10. Where do I start???

11. Timing the Flipped Lesson
• Flipping a lesson does not have to be a total restructure of your classroom
environment. It is a learning strategy that you choose when and where to
incorporate. It may work great for some lessons and not so great for
others.
• You don’t have to flip your whole semester at one time. Start small with a
single lesson!
• “During class, you want to limit the amount of time you lecture, and
increase the time students spend applying the day’s material to
interesting problems. Leverage the fact that everyone is in the same place
at the same time by asking students to work collaboratively on problems,
giving each other support and feedback. Give yourself opportunities to
circulate among your students to check in on their understanding, answer
their questions, and prompt them to think more deeply.” (Bruff, 2012)

12. When Should You Flip ?
• When the content is challenging
• When students struggle with a concept
• When the students need greater differentiation, support, review,
remediation, and engagement
• When you know students will benefit from plenty of face to face
interaction
• When you have a highly interactive involved activity. Students get
to apply, discuss, and make connections with the topic.
• When you are teaching topics that need greater depth of
understanding.
• It is NOT for memorizing procedures.
http://www.edtechtips.org/2012/09/18/flip-classroom-instruction-1/

13. Learning Objects
• Many teachers already use Learning Objects whether they
realize it or not.
• Basically, a learning object consists of instructional content,
practice, and assessment of a single learning objective. One
example might be a learning object on Sentence Fragments.
• When flipping a lesson, you are essentially offering the
instructional content (IC) of the learning object (LO) BEFORE
the actual class.

14. The Process
• Start with your Learning Object. Recall that this is simply the outline (instructional content,
practice, assessment) of a single learning objective.
• Write out your learning objective. What do you want the students to learn in this lesson?
• Decide how you will deliver the instructional content (video, podcast, reading, website,
DVD, audio, etc.)
• Decide how you will assess that the instructional content has been viewed, read, or
completed. Will you use a short quiz or ask students to complete a reading journal? Keep
the assessment short. You are only assessing whether or not they did what you asked of
them.
• Plan an in-class learning activity that supports the learning objective. This can be a
complex project or as simple as students working in groups or individually on strategies.
• In class, circulate among students offering feedback and assistance. Encourage students to
work together to solve complex problems.
• Wrap up the learning experience by having the students reflect on the lesson as a whole.

16. Creating Instructional Content
• Make your own
• Access thousands of learning tutorial videos already available.
• Power Point: slideshows, screencasts
• Learning Object Repositories
• Video (You Tube, School Tube, Camtasia)
• Screencasts (Sophia, Camtasia, Screen-o-matic)
• Podcasts (Voice Thread, Podomatic)
• Link to videos or screencasts directly within your Moodle or
Blackboard site by embedding video code or providing the
link to your video.

17. Screencasts
• Since most teachers
use Power Points in
the classroom, this a
great way to go.
• Simply pull up your
Power Point and go •Don’t worry about um’s and other
missteps; these you have in your normal
through it delivering classroom delivery anyway, and they
your lecture as you actually let your personality show
through.
would in class. •My students say they like the lectures
• http://www.sophia.org/playlists/main-ideasrather than
with me just talking normally
the videos that are monotone.

18. Moodle
• Our college uses the Moodle learning platform, and you can upload
videos right into Moodle or host your videos at YouTube or Sophia
(more on Sophia later).
• The students are already required to go online to complete half of the
class (in a hybrid) or all of the class (fully online), so flipped learning
works very well.
• Courses that are taught completely offline are also good venues for
flipped learning as educators are encouraged more and more to use
technology in the classroom.
• With just about everyone having a smartphone these days, the
majority of students have no problem accessing the Internet and
YouTube on their phones.

19. Embed Your Video in Moodle

20. Sophia.org
• Sophia.org is an online learning community that allows you to
create tutorials (learning objects) in all kinds of formats. A typical
Sophia tutorial will include a screencast lecture (ppt with audio),
a handout (pdf or word), a short lesson (use Google Forms or just
directions to complete an assignment), and a quiz. Sophia allows
you to create a quiz right in the tutorial.
• Sophia also has a free screencast program, so you can record a
screencast directly from Sophia and it will be hosted there for
free. I use a program called SnagIt to record screencasts and
then I can upload my screencast other places as well. SnagIt is
only $29.99 for educators and has a lot of other really cool tools.

21. Sample Tutorials
• http://www.sophia.org/propaganda--2-tutorial?playlist=critical-reading
• http://www.sophia.org/narrative-structure-writing-a-narrative-tutorial?
• http://www.sophia.org/playlists/main-ideas

22. Providing an Assessment
You can check for completion of the
tutorial ‘homework’ by
letting students know they will have a quiz the next
day
asking them to try out two or three of the problems
they learned in the tutorial
telling them to write a journal about the lesson
asking them to list a minimum of
questions/comments concerning what they viewed

23. Common Arguments Against Flipping
• At this point, you probably have some questions and concerns
about this technique, so let’s take a moment to brainstorm
what you think some common arguments are.

24. This is too much like homework; students won’t do it.
• You are introducing a learning strategy to students that they may
not be familiar with. Be patient. If they insist on calling the
‘preview’ homework, let them. Some students (and teachers) find it
easier to think of it this way in the beginning.
For instance, “Watch this video on YouTube and write down at least
three comments or questions regarding the video. Come to class
tomorrow with your comments/questions prepared to discuss the
video.”
• Sound like homework? Sure it does. No matter. Let’s call it ‘new’
homework. After a time, students will realize that the boring
lectures are disappearing, class time is more interactive, and the
actual application of the material is happening IN the classroom
rather than at home.

25. A lecture on video is just as boring to a student as a
classroom lecture.
• All lectures have the potential of being boring, whether in class or
online. It is the personality and creativity of the educator that gets
the student’s attention.
• Most colleges already use a learning platform like Moodle or
Blackboard. Your instructional content can be a Power Point
presentation rather than a video. You can upload your PPT directly
into most learning platforms or you can save it at SlideShare.com.
• Teachers report that “faster-paced students were less bored and
frustrated with the pacing of the whole class. Slower-paced
students felt like they had control over the lesson and were less
confused and frustrated.”
http://theinnovativeeducator.blogspot.com/2012/12/why-flips-flop.html

26. Some students don’t have access to technology.
• Not every tutorial is going to entail intensive technology. There are
many different ways to present the lecture, just as there are many
different ways of delivering on-campus instruction.
• Almost all students have cell phones that they can access YouTube
with or they can use the computer lab on campus.
• You can count on there being at least one student who has a
technology issue. Decide ahead of time how you will deal with that
issue. Perhaps offer the student the option to view a DVD or give
them a flash drive that has the tutorial on it.
• If all else fails, that student can be given a transcript of the video to
read, but strive to make them responsible for the original
assignment.

27. Students are not going to do the work before class.
• You will probably have some who won’t do the work, as always.
But when they come to class and other students are jumping into
the project or the hands-on activity of the day, they are going to
wish they had watched that short video or whatever other tutorial
activity you assigned. It only takes one or two times before students
realize they are missing out.
• I hear you saying, “Well, some students won’t care about that.”
True; but that is true with the traditional lecture as well. You need
to be prepared to step in and lead these students during class. Do
not just let them sit there clueless. Send them to the side of the
room and make them watch the video, look up the website,
whatever your lesson was, and then allow them to jump into the
class activity.

28. Your Flipped Lesson
• Take a few moments to brainstorm with members in
your department.
• What lesson that you normally teach do you think
would work well as a flipped lesson?
• What format would you use? Screencast? Video?
• How would you assess that the student watched the
‘homework’?
• How would you handle students who did not do the
‘homework’?

29. Bibliography
• Bruff, D. (2012, September 15). The Flipped Classroom FAQ. Retrieved
March 4, 2013, from Center for the Integration of Tresearch, Teaching and
Learning Network (CIRTL): http://www.cirtl.net/node/7788
• White, R. (2012, June 30). How to Flip Your Classroom. Retrieved March 4,
2013, from Hybrid Classroom: http://hybridclassroom.com/blog/?p=819
• Flipped Learning. Retrieved March 2, 2013. http://flipped-learning.com/?
p=1073#more-1073
• The Innovative Educator. Retrieved March 1, 2013.
http://theinnovativeeducator.blogspot.com/2012/12/why-flips-flop.html

30. Resources
Educating the Net Generation http://www.educause.edu/Educatingthe NetGeneration/5989
Learning Object Repositories
NWMSU Center for Information Technology in Education (http://cite.nwmissouri.edu/nworc/)
MERLOT (http://www.merlot.org)
Wisc-Online Learning Object Repository (http://www.wisc-online.com)
Campus Alberta Repository of Educational Objects (http://www.careo.org)
EOE (http://www.eoe.org)
NMC Listing of Repositories (http://www.nmc.org/projects/lo/repositories.shtml)
ExploreLearning Gizmos (http://www.explorelearning.com)
Sophia http://www.sophia.org/
Screencast and Video Creation and Hosting
SnagIt http://www.techsmith.com/snagit-customer-stories.html
Sophia http://www.sophia.org/
YouTube http://www.youtube.com/
Camtasia http://www.techsmith.com