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MAGNA ONLINE SEMINARS
©2014 Magna Publications Inc.
All rights reserved. It is unlawful to duplicate, transfer, or transmit this program in any manner with-out written consent from Magna Publications.
The information contained in this online seminar is for professional development purposes but doesnot substitute for legal advice. Specific legal advice should be discussed with a professional attorney.
The Flipped Approach toOnline Teaching and Learning
Tuesday, April 22, 2014
Presented by:
Barbi Honeycutt, Ph.D.Sarah Glova
Barbi Honeycutt, Ph.D., currently serves as the Director of Graduate TeachingPrograms at North Carolina State University and as Adjunct Assistant Professor inthe Department of Leadership, Policy, Adult and Higher Education the College ofEducation at NC State. She created Flip It Consulting in 2011. She and her colleaguesdesign and deliver programs to teach you how to flip your workshops, seminars, training sessions, classes, and meetings.
Sarah Glova is the President of Reify Media, LLC, an online media company. She isalso a lecturer in the Professional Writing Program at North Carolina State Universitywhere she focuses on instruction within distance education and hybrid environ-ments. She is working toward a PhD in Instructional Technology at NC State.
©2014. Flip It Consulting & Reify Media. All rights reserved.
Handout 1: Sample Lesson Plan
Professional Writing Lesson Plan
Topic Concise Writing
Learning Objectives After completing this lesson, students should be able to:
• describe the importance of concise writing • list common tips for making writing more concise • analyze written work for opportunities to improve concise writing
Activity Students will:
1. complete a required reading about common concise writing errors and 2. watch a video of the instructor editing text to make it more concise.
© 2014, Flip It Consulting, B. Honeycutt. All rights reserved.
Action verbs to jump start your thinking: .
Creating: combining, rearranging, producing, planning . Evaluating: critiquing, judging, reviewing, testing, defending .
Analyzing: comparing, organizing, connecting, examining .
Applying: implementing, using, playing, demonstrating .
“Understanding”: describing, explaining, summarizing, discussing . Remembering: defining, listing, memorizing, recalling, repeating
Handout 2: Flipping Online Classes - Brainstorming Worksheet Use this worksheet to brainstorm online activities for each level of Bloom’s Taxonomy. Topic: _______________________________________________ Purpose/Goal of Lesson: _____________________________________________
List or briefly describe online activites for each level of Bloom’s Taxonomy: [Creating] ______________________________________________________________ _______________________________________________________________________ [Evaluating] ____________________________________________________________ _______________________________________________________________________ [Analyzing] _____________________________________________________________ _______________________________________________________________________ [Applying] ______________________________________________________________ _______________________________________________________________________ [Understanding] _________________________________________________________ _______________________________________________________________________ [Remembering] _________________________________________________________ _______________________________________________________________________
TIP!
©2014. Flip It Consulting & Reify Media. All rights reserved.
Handout 3 Flipped Lesson Plan, Example 1
Professional Writing Lesson Plan
Topic Concise Writing
Learning Objectives After completing this lesson, students should be able to:
• Describe the importance of concise writing • List common tips for making writing more concise • Analyze written work for opportunities to improve concise writing • Evaluate their written work for conciseness • Create concisely written text
Activity Students will:
1. Review handout: Tips to Improve Concise Writing. 2. Create a 2000-character LinkedIn summary, using the tips in the handout to write concisely.
Instructions for Students This week, we will practice concise writing by creating a LinkedIn SUMMARY, one part of a LinkedIn profile. (Note: You do not have to create a LinkedIn profile for this assignment.) To complete this assignment:
1. Review handout: Tips to Improve Concise Writing. 2. Create a 2000-character summary of your skills/experiences/interests that would be
appropriate for your LinkedIn profile. 3. Edit carefully. Use as much of the 2,000-character space as you can while being concise.
Most Important: Make sure you use the tips in the handout to write concisely, avoiding the errors discussed in the handout
©2014. Flip It Consulting & Reify Media. All rights reserved.
Handout 4 Flipped Lesson Plan, Example 2
Professional Writing Lesson Plan
Topic Concise Writing
Learning Objectives After completing this lesson, students should be able to:
• Describe the importance of concise writing • List common tips for making writing more concise • Analyze written work for opportunities to improve concise writing • Evaluate peers’ written work for conciseness • Create a collaboratively written text using concise writing principles
Activity Students will:
1. Review handout: Tips to Improve Concise Writing. 2. Work within a group of three to edit a Sample Paragraph, using the tips discussed in the
handout. Focus on achieving a lower word count while maintaining text clarity. 3. Post edited paragraph to online forum space.
Instructions for Students This week, we will practice concise writing by editing a sample paragraph. You will edit in a group with three other students. You and your group members will work together online, within a discussion forum space that I’ve already set up. To complete this assignment:
1. Review handout: Tips to Improve Concise Writing. 2. Work with your group members in the forum space to edit this Sample Paragraph. Most
Important: Make sure you use the tips in the handout to create a concise final version, avoiding the errors discussed in the handout.
3. Post the final version of your edited paragraph by the end of the week. The group with the lowest word count wins!
©2014. Flip It Consulting & Reify Media. All rights reserved.
Focus on your
Learners by
Involving them in the
Process
10 Strategies to FLIP Your Online Class Barbi Honeycutt, Ph.D., Flip It Consulting & Sarah Glova, Reify Media
This article is an excerpt from the first ten strategies in our book 101 Ways to FLIP Your Online Class (Honeycutt & Glova, 2013). We’ve been spending more time thinking about how to expand on the definition of the flipped class, especially in the context of online and blended learning environments. We believe the flipped philosophy can be applied to all learning environments as a way to engage learners, encourage motivation, build community, and enhance retention. Excerpt from 101 Ways to Flip Your Online Class: In the online or blended learning environment, the definition of class time takes on a different meaning. Many online learning environments are asynchronous, which means students are working through the course material on their own time. Sometimes synchronous experiences are integrated into the course, but the lack of face-to-face time changes the dynamic of the overall learning environment. As our work has evolved, we started wondering if we could FLIP an online class. If we expand on what it means to FLIP a class by re-thinking the online experience, focusing on higher-level learning outcomes, and designing for interaction, then yes, we absolutely can FLIP an online class. In fact, here are 101 ways to do it!
Strategy 1 Record a two- to three-minute welcome video to introduce yourself and share your excitement about
the course. Email the video to students before the course opens, so they are ready to get started when
the semester begins.
Strategy 2 During the first week of class, create a scavenger hunt with your course website. Ask students to locate
important information, announcements, and deadlines. Offer an incentive for the winner, such as the
first choice on presentation topics or an extra-credit point on the final.
Strategy 3 Embed quiz questions within your videos.
Strategy 4 Ask students to create a one-minute video to introduce themselves to the class.
Strategy 5 Post a brief three-to-five minute “weekly wrap-up” video at the end of each week to highlight
important points from the forum, correct any misunderstandings or confusion about the topic, and
look ahead to assignments and activities for the upcoming week.
©2014. Flip It Consulting & Reify Media. All rights reserved.
Strategy 6 Create a quote summary activity: post an online slideshow of at least twenty-five different famous
quotes. Quotes can be motivational, funny, or topic-related, but they should differ in type and subject.
Ask students to respond to a forum where they pick one of the quotes and explain why they feel the
quote is a good summary of their experiences. This could be a summary of an activity, of a unit, or of
an entire course.
Strategy 7 Start a 140-or-less character chat. Ask students to post a takeaway from the lesson in a micro-chat
space. You could use Twitter or set up a free chat in a tool like Today’s Meet. Respond to students
directly, or encourage students to respond to one another.
Strategy 8 Create an FAQ forum. Ask students to post their question in the FAQ forum rather than emailing you
directly. (Consider specifying that grade- or personal-related questions can still be sent directly to you.)
Then, encourage students to answer each other’s’ questions. Perhaps offer extra credit to students
who answer at least one question in the FAQ forum correctly, encouraging students to find answers to
common assignment problems or topic questions.
Strategy 9 Ask students to create a reference guide. Make a list of terms from a particular unit, or ask students to
create the list of terms. Then, put that list into a wiki or other document-sharing platform. Ask
students to add definitions to the terms. Encourage them to include other media, like images or
videos, that helped them to better understand these terms. Over time, your students will generate a
reference guide that everyone in the class can use.
Strategy 10 Do strategy #9, but instead of doing it for a whole semester, do it before a major assignment, like a
final exam. Students can create this reference guide, or study guide, to help them prepare.
We hope these ideas will encourage you to think creatively about how you design the learning activities for your online learning environments. If you decide to try one of these strategies , let us know how it goes! We always enjoy hearing from you! You can share your favorite ideas with on Twitter @flipitconsult and @reifymedia. Reference: Honeycutt, B. & Glova, S. (2013). 101 Ways to FLIP Your Online Class. Flip It Consulting & Reify Media. Raleigh, North Carolina.
©2014. Flip It Consulting & Reify Media. All rights reserved.
About the authors:
Dr. Barbi Honeycutt is the Founder of Flip It Consulting in Raleigh, NC. She facilitates workshops, designs resources, and develops professional development programs to teach educators, trainers and instructors how to engaging learning environments with the FLIP! The FLIP is when you “Focus on your Learners by Involving them in the Process.” Dr. Honeycutt is also a scholar and educator at NC State University where she serves as the Director of Graduate Professional Development and Teaching Programs and as an Adjunct Assistant Professor in the Department of Leadership, Policy and Adult and Higher Education in the College of Education.
Sarah Glova is a Flip It Associate and the President of Reify Media, LLC, a Raleigh-based online media company. Through Reify Media, LLC, she works with her colleagues to develop professional videos, eLearning modules, interactive websites, and blogs. She is also a lecturer in the Professional Writing Program at North Carolina State University where she focuses on instruction within distance education and hybrid environments. She is working toward a PhD in Instructional Technology through the Curriculum and Instruction program within the College of Education at NC State, focusing her research on student-centered online instruction and interactive instructional technologies.
Want to see the other 91 flipped strategies? Order your copy today!
To order print copies of the book, go to: http://www.flipitconsulting.com/ourproducts/ To order the digital book for the Kindle, go to: http://www.amazon.com Bulk discounts are available for order of 10 or more. Contact us to order copies for your campus, teaching center, and reading groups! Email us directly: [email protected]
Can You Flip an Online Class? By: Barbi Honeycutt, PhD and Sarah Glova in Online Education
We recently asked a group of teaching
assistants, “How do you think today’s college
classroom is different than when you were an
undergraduate student? What is the most
significant change you’ve noticed?”
The number one answer? Technology.
This is not a surprise. What’s most interesting is
that many of these graduate students were
undergraduates just a few years ago, yet they
still see technology as the most significant
change in the college classroom. Why?
Shouldn’t our students be used to it by now?
Shouldn’t we? Either technology is changing so
rapidly that we always see it as “new,” or we’re still struggling to integrate technology effectively and
seamlessly into the learning experience. Or maybe it’s both.
Many have argued that education seems to be ‘the last frontier’ for technological disruption (Blin & Munro,
2008; Christensen, C., Aaron, & Clark, 2002; Christensen, 2002; Magid, L., 2013). Is it because the
culture of education is resistant to change? Are we waiting for research to show how this change
influences learning? Are we receiving the support we need to implement technology effectively? Are we
concerned about the automatization of education? Do we struggle to use today’s technology because
most of it wasn’t available when we were students? Are we seeing technology as a barrier between the
students and us?
The answer to these questions is most likely some degree of “Yes.” We know the challenges and benefits
of teaching and learning with technology. But we also know there’s something special about the learning
experiences we share with our students in the face-to-face classroom. The face-to-face learning
experience just can’t be replicated, yet many of us keep trying to recreate it with technology.
“Can You Flip an Online Class?” Faculty Focus, March 31, 2014
But maybe that’s the wrong approach. Perhaps we shouldn’t try to “replicate” those face-to-face learning
experiences. Instead, we should try to find the technological tools that allow us to adapt the strategies we
use in our face-to-face classes to engage with and connect to our students in the online environment, just
in a different way.
One way to address this is to apply the flipped philosophy to the online classroom. The flipped classroom
model can help us design more interactive and engaging online learning experiences, and online classes
can help us expand on what it means to flip. Certainly there is something to learn by combining these two
conversations.
During the past two years, the flipped classroom has been defined as reversing what happens “in” and
“out” of the classroom. Some scholars define the flip even more specifically as reversing homework and
lectures where students watch videos of lectures for homework “out of class” and then engage in
problem-solving and analysis “in class”.
But what happens when we apply this flipped model to an online class? The “in” class and “out of class”
terminology doesn’t work. In the online class, what exactly is “class time” and what is “before class time”?
If the definition of the flipped classroom always distinguishes between “in class” and “out of class”, how
can we apply the flipped approach to an online class? This is why we need to expand the definition of the
flip.
In our work, we continue to push the conversations toward more comprehensive definitions of the flip. At
its core, the flip means shifting the focus from the instructor to the students. You can do this by inverting
the design of the course so students engage in activities, apply concepts, and focus on higher-level
learning outcomes (Honeycutt & Garrett, 2013). Using this definition, the flip moves away from being
defined as only something that happens in class vs. out of class. Instead, we focus on what are students
doing to construct knowledge, connect with others, and engage in higher levels of critical thinking and
analysis. This applies to both the online and face-to-face environment. The real flip is not about where
activities take place—it’s about flipping the focus from you to your students.
Using this expanded definition, what flipped strategies could we integrate into an online class? Here are
three flipped strategies to start the conversation:
1. Create a scavenger hunt. During the first week of class, create a scavenger hunt with your
course web site. Ask students to locate important information, announcements, and deadlines.
Offer an incentive for the first one to submit the completed scavenger hunt activity. Incentives
may include the first choice on presentation topics, the chance to drop a low quiz grade, or the
opportunity to gain an extra credit point on the final project.
Why it works: Students are actively locating information and constructing their own mental
models of the course rather than just reading the course web site or listening to a video as you
describe the structure and organization of the course.
2. Create a hashtag just for your course. Encourage students to use this hashtag if they find
course-related items in different social media spaces or elsewhere on the web. Make sure the
“Can You Flip an Online Class?” Faculty Focus, March 31, 2014
hashtag is unique to your course. Consider reviewing the posts and then sharing an item a
week with the entire class.
Why it works: Students are actively contributing to the conversation by sharing resources and
information they find rather than just reviewing the content you have collected.
3. Develop a low stakes assignment to encourage self-reflection and analysis. Ask students
to reflect on their own learning styles or personality in the online environment before beginning
the semester. Encouraging students to think about this actively might help them to prepare for
the online environment as they analyze their strengths, weaknesses, challenges, etc.
Supplement this activity by making it a private forum requirement, then post a global response
to students afterward with suggestions on how to succeed in the online environment.
Why it works: Students are asked to analyze and evaluate their strengths and weaknesses in
regards to a course, activity, or assignment. This can help build students’ capacity to advance
towards higher levels of critical thinking.
These are flipped strategies because they shift the focus from the instructor to the students; they
encourage active participation from students rather than passive observation; and, they engage students
on a higher level by encouraging creativity and evaluation rather than basic knowledge recall. Most
importantly, they all work in an online environment.
Whether a course is entirely face-to-face, entirely online, or a blend of the two, we can create student-
centered learning experiences in our online environments by finding “flippable” moments in the digital
space. Along the way we may discover that technology can encourage engagement and learning in ways
the face-to-face classroom can’t. When we teach with technology, and when our students learn using
technology, it doesn’t have to reduce engagement. We have the power to do the opposite.
Now it’s your turn, what flipped strategies have you tried in your online classes to encourage
increased student engagement? Please share in the comment box.
Resources:
Blin, F. & Munro, M, (2008). Why hasn’t technology disrupted academics’ teaching practices?
Understanding resistance to change through the lens of activity theory. Computers and Education. Vol.
50, Issue 2. pp. 475-490.
Christensen, C. (2002). Improving higher education through disruption. Forum Futures. Available online:
http://www.educause.edu/ir/library/pdf/ffp0201s.pdf
Christensen, C., Aaron, S., & Clark, W. (2002). Disruption in education. In M. Devlin, R. Larson, & J.
Meyerson (Eds.). The internet and the university: forum 2001. Available online from
Educause: https://www.educause.edu/ir/library/pdf/ffpiu013.pdf
Honeycutt, B. & Garrett, J. (September 2013). The flipped approach to a learner-centered class.
(whitepaper). Magna Publications.
“Can You Flip an Online Class?” Faculty Focus, March 31, 2014
Honeycutt, B. & Glova, S. (2013). 101 Ways to Flip Your Online Class. Flip It Consulting & Reify Media.
Raleigh, NC.
Magid, L. (February 26, 2013). Can technology disrupt education? Forbes. Available online:
http://www.forbes.com/sites/larrymagid/2013/02/26/can-technology-disrupt-education/
Dr. Barbi Honeycutt is the founder of Flip It Consulting and the director of graduate professional
development and teaching programs at North Carolina State University. Sarah Glova is a lecturer in the
Professional Writing Program at North Carolina State University.
Tags: active learning activities, engaging online students, flipped classroom, online course design, teaching online - See more at: http://www.facultyfocus.com/articles/online-education/can-flip-online-class/#sthash.K0UvN4sl.dpuf
©2014. Flip It Consulting & Fractus Learning. B. Honeycutt. All rights reserved.
Focus on your Learners by Involving them in the Process NOTE: This article was published on the Fractus Learning web site on March 17, 2014. The article, reader comments, author’s comments can be accessed online here: http://www.fractulslearning.com
Try the ‘C3B4Me’ Policy to Encourage Students to Become Self-Directed Learners in the Flipped Classroom Barbi Honeycutt, Ph.D., Founder, Flip It Consulting
“Without question, the complex dynamics of the classroom, its tone, the interpersonal forces at play, and the nature and structure of communication patterns all combine to either support or inhibit students’ motivation to pursue a goal” (Ambrose, et al, 2010, p. 79). In my previous article, I discussed five strategies to address student resistance to flipped classes and active learning environments. I explained how some students actually go through a grieving process in their journey towards acceptance of alternative models of instruction. One of our roles as instructors is help students push through this resistance so they can succeed in active learning environments. We must also recognize that this process takes time, and students often need different levels of support as they encounter new challenges along the way. If one of our goals as educators is to encourage our students to become self-directed learners, then we need to shift students’ perception the teacher is the source of all knowledge and create a sense of community among the learners in our classrooms. By design, the flipped classroom does this. The approach shifts the roles of teacher and student and puts the student in the center of the learning. Hopefully this creates an environment that empowers and encourages students throughout their journey towards becoming more self-directed in their approach to learning. Barkley (2010) explains, “Empowering students to be active partners in their learning requires a subtle but thorough shift in focus away from what the teacher is teaching to what and how the student is learning” (p. 32). But how do we do this? What specific strategies can we integrate into our classes to help support students as they move through this process? I’ll start the conversation by proposing one strategy called the ‘C3B4Me’ policy. This policy encourages students to look in three places (“see three before me”) to find the answer to their question before they contact the instructor. I first heard of this policy from a colleague of mine who has used it in her online undergraduate writing courses, and she saw immediate positive effects. Prior to implementing the policy, her inbox was constantly overloaded with emails from students asking questions about course policies, procedures, and deadlines. She found she was spending more time replying to these ‘housekeeping’ questions than providing instruction. Since implementing this policy more than nine years ago, she has seen a significant decline in these ‘housekeeping’ emails. Now when students send her an email, they ask questions about the course material or they are looking for more guidance on their individual assignments. The shift was dramatic. I decided to try in my graduate level course on College Teaching. I figured it would provide an excellent source of reflection for these future faculty members. In the classroom management section of the syllabus, here’s how I explained the policy:
©2014. Flip It Consulting & Fractus Learning. B. Honeycutt. All rights reserved.
The C3B4Me Policy: Before contacting me for assistance, go to three sources to determine if you can find the answer to your question on your own. You might ask one of your classmates, check the syllabus, and review the web site to find the answer to your question. Or you might ask three of your classmates to see if they have the answer. Or you might post the question to our class forum to see if one of your classmates responds with the answer. If you do not get the answer you need, then contact me. Most likely, at that point, it’s a question we need to address with the whole class, and we’ll determine the best way to share the information with everyone.
On the surface, the policy might appear simple, or it might be off-putting to some. But let’s look a little closer. This one policy allows students to build skills necessary for becoming self-directed learners in active learning classroom environments. What other skills do students learn through this policy? 1. Community building skills: Students are encouraged to connect with their peers, ask questions, and search for answers. In my course, students followed the policy, and they even made reference to it in their emails to me which usually started like this, “Hi Dr. Honeycutt, I asked Sarah and John this question, and we all checked the web site, but we couldn’t find the answer to…” 2. Analysis, evaluation, and problem-solving skills: Since students have to search in three places to find the answer, they must identify which sources are credible, compare the three responses, and determine the correct answer. I become one - not the only - source of knowledge in the course. 3. Communication skills: Students are encouraged to ask questions in different ways. They can verbally ask another student, post it to a message board, or compose it in an email. By the time the instructor sees an email, the question has been vetted at least three times and the student’s thoughts are more organized. 4. Taking initiative: It takes courage to ask a question. It’s a risk to show someone that you don’t know the answer. But that’s exactly what we want to encourage in our classes. By having a policy in place, students who are uneasy asking questions can now use the policy as a way to ‘break the ice’ and make asking questions a normal part of the learning experience. And, on the flip side, students who know the answer and help other students build their own self-confidence and self-assurance. 5. Time management skills: If students wait until the last minute to ask a question, they may not have time to go three places to find the answer. They have to plan and prepare more carefully now that they know they shouldn’t send a quick email to the instructor before taking time to properly research the question. From the instructor’s view, this policy helps clarify instructions and directions. If students come to you with a question related to ‘housekeeping’ details, then it probably means most of the students in class are also confused. But what I found most interesting about the policy is that it has changed the nature of the questions students ask me. Very rarely do students ask me questions about deadlines, formatting, or instructions. They now ask about the course content. Of course, it’s important to be accessible and available to students. This policy does not replace the interactions we should have with our students. It’s important to remember students need to be both challenged and supported in any learning environment. This policy allows for both. Students are challenged to find their own answers, and they are learning the skills they need to take ownership of their learning experience. And as they follow the course policy, they are also learning the skills they need to become self-directed learners which can increase motivation and help them achieve success in active learning environments.
©2014. Flip It Consulting & Fractus Learning. B. Honeycutt. All rights reserved.
The C3B4Me is one strategy to teach students to become self-directed learners. What other strategies or classroom management policies have you added to your courses?
Resources:
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., & Norman, M. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass. Barkley, E. (2010). Student engagement techniques. San Francisco, CA: Jossey-Bass.
Dr. Barbi Honeycutt is the founder of Flip It Consulting and the director of graduate professional development and teaching programs at North Carolina State University. She works with educators to create engaging learning environments with the FLIP!
©2013-2014. B. Honeycutt. Flip It Consulting. All rights reserved.
Focus on your Learners by Involving them in the Process NOTE: This article was published on the Fractus Learning web site on July 1, 2013. The article, reader comments, author’s comments can be accessed online here: http://www.fractuslearning.com/2013/07/01/student-resistance-flipped-classroom/
5 Ways to Address Student Resistance in the Flipped Classroom Barbi Honeycutt, Ph.D., Founder, Flip It Consulting “Students forced to take major responsibility for their own learning go through some or all of the steps psychologists associate with trauma and grief: Shock, Denial, Strong emotion, Resistance and withdrawal, Struggle and exploration, Return of confidence, and Integration and success” (Felder & Brent, 1996, p. 43.) Active learning environments cause disruption. They cause disruption because they go against the status quo. They break away from the ‘norms’ you typically see in a classroom. In these environments, you’re not going to see a classroom where students are listening to the teacher’s voice as he or she presents information from the textbook. Instead, you’ll see students engaged in a task and solving a problem. They are often working groups. The room is noisy since the students are discussing, solving, and testing ideas. The teacher’s voice is one of many. The flipped classroom is one type of active learning environment. It’s dynamic, it’s engaging, and it’s “messy” since students are actively engaging in higher level thinking skills during class time. It requires us to change the way we think about teaching and learning. It’s also hard. It’s hard because flipped classrooms require a new set of skills for both the instructor and the students. Just as we (the instructors) are learning how to create these flipped learning experiences for our students, our students are also learning how to thrive in these new learning environments. And this is why we might see more student resistance in active learning environments. Just as Felder and Brent explain in the opening quote, it’s almost like our students are moving through the stages from shock and withdrawal to confidence and success. To create a successfully flipped classroom environment, we have to change the way we design our lessons and lectures and we have to help our students overcome their resistance to this new model. As we all know, change is not easy. To change, we have to recognize that it takes more than one flipped experience to be successful. For example, if we want to change our body by losing weight, then we have to work out every single day. Or, if we want to learn to play the piano, we have to practice moving our fingers along the keys every single day. It takes practice. Similarly, if we want to change our students’ mindset about any active learning strategy, and if we want to build their capacity to succeed in the flipped environment, then they have to practice every single day they step into your class. Julie Dirksen, author of Design for How People Learn, explains, “Change is a process, not an event. You absolutely cannot expect someone to change based on a single explanation of the new practice. They need time and repetition to ease back on the old habit, and start cultivating new ones.” All that being said, here are five strategies to address student resistance in the flipped classroom:
©2013-2014. B. Honeycutt. Flip It Consulting. All rights reserved.
1. Introduce active learning on the first day of class. Try flipping your syllabus by embedding big questions and prompting discussion about the course, not just the policies and procedures. Be clear about the expectations, the goals, and the purpose of your approach, and be sure to follow through. 2. Show the evidence. Show your students what the research says and/or what other students have said about your course. You might think of a creative way to build this into an assignment or research project. Although, depending on our students, it might not be a good idea to announce that “This is a flipped classroom!” In this case, it’s just the way your class is taught. 3. Start small. Try a flippable moment. Starting small gives you a chance to practice your facilitation skills while your student practice their problem-solving skills. It gives both of you a chance to learn before jumping in and becoming overwhelmed. 4. Keep the learning outcomes achievable in the beginning of the course. Refer back to the opening quote for this blog post and think about how you can help student move through their fear or resistance. Build students’ confidence early and keep up the momentum. They may come into the class with preconceived ideas about what group work, collaboration, discussions, etc. look like. They may have had negative experiences with these types of structures. Help them create healthy collaborative learning experiences. By keeping the learning outcomes achievable early on, they can build trust with their peers and move towards higher levels of critical thinking and creativity. 5. Assess often. Try to build in both low and high stakes assessment strategies to give your students more opportunities to practice and stay on track. Be supportive, especially during those times when you sense more resistance, so you can help students navigate successfully through the course. Remember, your students are learning how to learn in this new environment and they are also learning the content. You, as the instructor, are learning how to teach in this new environment and learning how to re-think how to deliver the content in ways that are active and engaging. There’s a lot happening in this space! So, when you see students pushing back or challenging the process, think about these stages of grief and see if there are places where you can ease the transition and ensure the change results in a positive experience for you and for your students. Resources: Dirksen, J. (2012). Design for How People Learn. J. Dirksen. USA. Felder, R. & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44(2), p. 43-47, Taylor and Francis Group.
Dr. Barbi Honeycutt is the Founder of Flip It Consulting in Raleigh, NC. She facilitates workshops, designs resources, and develops professional development programs to teach educators, trainers and instructors how to create effective participant-centered learning environments using the FLIP. The FLIP means to “Focus on your Learners by Involving them in the Process.” Dr. Honeycutt is also a scholar and educator at NC State University where she serves as the Director of Graduate Professional Development and Teaching Programs and as an Adjunct Assistant Professor in the Department of Leadership, Policy and Adult and Higher Education in the College
of Education.
©2014. Flip It Consulting & Reify Media. All rights reserved.
Additional Resources: Online Learning in Higher Education
Citation Summary
Category: Distance Education and Online Learning Case Studies Alavi, M., & Gallupe, B. R. (2003). Using information technology in learning: case studies in business and management education programs. Academy of Management Learning & Education, 2(2), 139-153.
The authors review “technology-mediated learning” in postsecondary management education in North America and elsewhere. After reviewing five case studies that explore technology-mediated learning in different business and management programs across the US, the authors argue that more resources are necessary for programs to successfully integrate technology-mediated learning in a way that addresses the cultural changes and maintains a high level of performance.
Engstrom, R. (2010). Integrating classroom and online instruction in an introductory American Government course. In Y. Inoue (Ed.), Cases on Online and Blended Learning Technologies in Higher Education: Concepts and Practices (pp. 283-295). Hershey, PA: Information Science Reference. Retrieved from Gale Virtual Reference Library database.
This study compares the author’s experiences in two versions of the same course. The first was a “traditional” large lecture course section, while the second was a hybrid course section that integrated online modules. The online components included a discussion board, an email document workshop, student Web research, and a collaborative online study guide. The author reviews advantages and disadvantages to integrating these components, discussing challenges, student and instructor perceptions, and technology issues.
Masumi, K. (2010). Online materials for teaching Japanese. In Y. Inoue (Ed.), Cases on Online and Blended Learning Technologies in Higher Education: Concepts and Practices (pp. 227-248). Hershey, PA: Information Science Reference. Retrieved from Gale Virtual Reference Library database.
This article explores the problems that can be presented when learning Japanese on a computer, looking at the obstacles that non-native-Japanese learners have to overcome. In outlining the current language situation in Japan and analyzing the different problems related to online instruction in this field, including English-to-Japanese translation, the authors explain how integration of typing exercises early in instruction can help students learn. The author’s explanation of best practices is a great example of how one researcher’s experiences can benefits others who teach in similar environments or who focus on similar subject matter.
Walsh, T. (2011). Unlocking the Gates: How and Why Leading Universities Are Opening up Access to Their Courses. Princeton: Princeton University Press.
As different universities (this book focuses on MIT, Carnegie Mellon, Yale, Berkeley, and the national effort in India's Universities) develop “open courseware,” they struggle between the desire to offer many online course options while also maintaining depth and content delivery in the options they provide. This book looks at the history of open courseware, the process each program went through to develop the open courseware, and some notable successes and failures.
Category: Tools in Online Education Bednarzyk, M. & Brown, M. (2010). Composition goes online: How a small Pacific Island is blogging into the future. In Y. Inoue (Ed.), Cases on Online and Blended Learning Technologies in Higher Education:
The use of blogs in online classrooms is explored here as students are encouraged to use LIVEJOURNAL, a free blogging service, to explore the curriculum and learning objectives in their composition classroom.
©2014. Flip It Consulting & Reify Media. All rights reserved.
Concepts and Practices (pp. 249-282). Hershey, PA: Information Science Reference. Retrieved from Gale Virtual Reference Library database.
Corwin, T. (2005). Electronic portfolios. In L. Lloyd & T. H. Hogan, Sr. (Eds.), Best Technology Practices in Higher Education (pp. 3-16). Medford, New Jersey: Information Today, Inc.
A 10-member faculty learning team developed and planned multimedia-based portfolio projects in response to a campus-wide initiative. The Learning Team established processes, faculty and student training, and evaluated outcomes. The self-directed portfolio projects helped students share, reflect upon, and track their projects.
Crosslin, M. (2010). Course management meets social networking in Moodle. In P. Rogers, G. Berg, J. V. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning (pp. 505-509). Hershey, PA: Information Science Reference. Retrieved from Gale Virtual Reference Library database.
In this case study, the author reviews how Moodle, a popular learning-management system, provides users with affordances that reflect aspects of common social networking tools. After bridging this connection, the author deconstructs the social aspects of Moodle and outlines recommendations for instructors who hope to harness these tools to improve learning and academic performance.
Cummings, J. A., Bonk, C. J. & Jacobs, F. R. (2002). Twenty-first century syllabi: dynamic tool for promoting interactivity. Internet and Higher Education, 5, 1-19.
Starting with a review of syllabi traditions and expanding to a study of web-based syllabi, the authors provide a review of the syllabus as a tool for instructors to communicate information to the students. The authors follow this review with a study of web-based syllabi, focusing on purpose and usage.
Fong, C. M. & Hui, S. C. (2005). An end-to-end solution for Internet lecture delivery. In L. Lloyd & T. H. Hogan, Sr. (Eds.), Best Technology Practices in Higher Education (pp. 41-52). Medford, New Jersey: Information Today, Inc.
Quality and reliably performing end-to-end multimedia can provide online courses with an easier and more effective online learning tool. These lecture sessions can provide students with the opportunity to view asynchronous or synchronous lectures; however, designers should consider many important user and technology factors. An unreliable, difficult system detracts from learning and success.
Hayes, C. A. (2005). Secure, scalable proctored testing for online students. In L. Lloyd & T. H. Hogan, Sr. (Eds.), Best Technology Practices in Higher Education (pp. 17-24). Medford, New Jersey: Information Today, Inc.
Fair and secure exam procedures are important, but time, travel, and resource restrictions can make proctoring tests difficult. FSU established online support for proctor scheduling, with other resources, to support proctored testing, which in turn supports the university’s growing online community.
Lin, H. & Kelsey, K.D. (2010). A Case of using Wikis to Foster Collaborative Learning: Pedagogical Potential and Recommendations. In Y. Inoue (Ed.), Cases on Online and Blended Learning Technologies in Higher Education: Concepts and Practices (pp. 167-182). Hershey, PA: Information Science Reference. Retrieved from Gale Virtual Reference Library database.
The author reviews the design and implementation of a "Wikibook" project. This project was implemented within a major public land-grant university in the mid-South United States. The researcher reviews how this Web 2.0 tool contributed to the course goals of collaborative learning and learning communities. The data collected in this two-year study provide details about students' perspectives on working in this collaborative space. The author describes the challenges involved with the Wikibook project and provides recommendations for other educators who may be interested in using Wikis.
Whitton, N. (2011). Learning with Digital Games: A Practical Guide to Engaging Students in Higher Education. New York: Routledge.
By first defining the characteristics of digital games and then using those characteristics to understand both the pedagogy and the best practices for integrating gaming into curriculum, this book does much more than provide information about the technology behind and the development of gaming as a tool for learning and instruction in higher education.
©2014. Flip It Consulting & Reify Media. All rights reserved.
Category: Students’ Perspectives in Online Learning Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. American Journal of Distance Education, 16(2), 83-97.
The authors in this study review varied data sets from studies of student satisfaction dating back to 1989. Using a variance-centered form of analysis, the study showed that students’ satisfaction ratings were slightly higher in “live” courses than they were in distance education courses. This study provides a useful example of research seeking to compare student perspectives in online and traditional courses; however, more research using up-to-date data sets would be needed to determine if these results are still accurate.
Cook, C. (2002). The Virtual University: The learner's perspective. In K. Robbins & F. Webster (Eds.), The Virtual University?: Knowledges, Markets, and Management (pp. 105-125). Oxford: Oxford University Press.
This chapter aims to provide "a position at the intersection of psychology, learning, and information and communication technologies (ICTs)." Cook looks at how psychological theory, paired with “students’ own voices,” provides a cultural perspective on the virtualization of undergraduate learning.
Lane, C. A. & Lyle, III. H. F. (2011). Obstacles and supports related to the use of educational technologies: The role of technological expertise, gender, and age. Journal of Computing in Higher Education, 23(1), 38-59.
This article reviews the role of student factors—including technological expertise, gender, and age—and institutional factors—such as the availability of university support and technology training—on the effective use of educational technologies.
“Flipping” in the News
March 2014 CBS News: Michigan School Students Succeed in the Flipped Classroom
www.cbsnews.com/videos/mich-school-students-succeed-in-flipped-classrooms/;
March 27th, 2014
Forbes: Busan Schools Flip Korea's Society, Classrooms
http://www.forbes.com/sites/michaelhorn/2014/03/25/busan-schools-flip-koreas-
society-classrooms/; March 25th, 2014
WKBW: Flipped Classrooms Under Study at Kenmore:
http://www.wkbw.com/news/Flipped-classroom-under-study-at-Kenmore--
252227351.html; March 25th, 2014
Broadway World: Waycom Salutes Randy Brown and the Flipped Classroom
http://www.broadwayworld.com/bwwgeeks/article/Wacom-Salutes-Randy-Brown-and-
the-Flipped-Classroom-20140325#.UzV1961dXn0; March 25th, 2014
Streaming Media: Rochester Institute of Technology Embraces the Flipped Classroom
http://www.streamingmedia.com/Articles/Editorial/Featured-Articles/Rochester-
Institute-of-Technology-Embraces-the-Flipped-Classroom-95861.aspx; March 21st, 2014
Indiana State University: Education majors tune in for ‘flipped classroom'
http://www.indstate.edu/news/news.php?newsid=3871; March 5th, 2014
Hilton Head News: Beaufort County Schools Look to the Flip
http://www.islandpacket.com/2014/03/02/2978608/beaufort-county-schools-look-
to.html; March 2nd, 2014
©2011-2013, Flip It Consulting, Barbi Honeycutt. 1
References & Resources Stay connected to Flip It Consulting & Barbi Honeycutt, Ph.D.: www.flipitconsulting.com/blog [email protected] @flipitconsult www.linkedin.com/in/barbihoneycutt This is an ongoing list of journal articles, books, blogs, and videos about flipped classrooms, inverted instruction, backwards design, active learning, student-centered learning, learner-centered learning, effective learning environments, retention, and assessment: Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., & Norman, M. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass. Anderson L.W., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. New York: Longman. Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA: Jossey-Bass. Bain, K. (2004). What the best college teachers do. The President and Fellows of Harvard College. Baker, J. W. (April 2000). The ‘‘classroom flip’’: Using web course management tools to become a guide by the side. Paper presented at the 11th international conference on college teaching and learning, Jacksonville, FL. Barba, L, (2012). This CFD course is flippin’. Blog post available online: http://people.bu.edu/labarba/Lorena_Barba/Blog/Entries/2012/2/1_This_CFD_class_is_flippin.html Barr, R. B. & Tagg, J. (November – December, 1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), pages 12-25. Bates, S. & Galloway, R. (2013) Inverted classroom in a large enrolment introductory physics course: A case study. In n: HEA STEM: Annual Learning and Teaching Conference, 17-18 Apr 2013, University of Birmingham. (Unpublished) Retrieved from http://www.heacademy.ac.uk/assets/documents/stem-conference/PhysicalSciences/Simon_Bates_Ross_Galloway.pdf Bean, J. (1996). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San-Francisco, CA: Jossey-Bass. Bergmann, J. & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.
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Berrett, D. (February 19, 2012). How “flipping” the classroom can improve the traditional lecture. Chronicle of Higher Education. Online at http://chronicle.com/article/How-Flipping-the-Classroom/130857/ Biggs, J. (1999). What the students does: Teaching for enhanced learning. Higher Education Research & Development. Vol. 18. No. 1. Available online http://www.tcd.ie/teaching-learning/academic-development/assets/pdf/Biggs_1999_Teaching_for_enhanced_learning.pdf Bogost, I. (August 27, 2013). The condensed classroom. The Atlantic. Online at http://www.theatlantic.com/technology/archive/2013/08/the-condensed-classroom/279013/ Bonwell, C. and Eison, J. (1991). Active learning: Creating excitement in the classroom (No. 1). Washington, DC: George Washington University Clearinghouse on Higher Education.
Bonwell, C. & Sutherland, T. (1996). The active learning continuum: Choosing activities to engage students in the classroom. New Directions for Teaching and Learning. no. 67. Jossey-Bass. Bradt, G. (October 31, 2012). Follow the ‘flipped classroom’ model in business presentations. Forbes. Online at http://www.forbes.com/sites/georgebradt/2012/10/31/follow-the-flipped-classroom-model-in-business-presentations/ Brame, C. (2013). Flipping the classroom. Online at http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/ Cannod, G. C., Burge, J. E., & Helmick, M. T. (2007). Using the inverted classroom to teach software engineering. Computer Science and Systems Analysis Technical Reports. Miami University. Online at: http://sc.lib.muohio.edu/bitstream/handle/2374.MIA/206/fulltext.pdf?sequence=1 Coffman, S. J. (2003). Ten strategies for getting students to take responsibility for their learning. College Teaching, 51, 2-4.
Corrigan, P. (December 23, 2013). To lecture or not to lecture. Online at http://www.theatlantic.com/education/archive/2013/12/to-lecture-or-not-to-lecture/282585/
Dwortzan, M. (date unavailable). “Flipped classroom” energizes computational fluid dynamics course. Online at http://www.bu.edu/phpbin/news-cms/news/?dept=666&id=59184 Means, B. et al (2010). Department of Education, Office of Planning, Evaluation, and Policy Development. Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC. Online at http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf Deslauriers, L., Schelew, E., & Weiman, C. (2011). Improved learning in a large-enrollment physics class. Science. 332. 862-864. EDUCAUSE. (February 2012). 7 things you should know about flipped classrooms. Online at: http://net.educause.edu/ir/library/pdf/ELI7081.pdf Felder, R. and Brent, R. (August 2009). Active learning: An introduction. ASQ Higher Education Brief, 2(4). Online at: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/ALpaper%28ASQ%29.pdf
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Foertsch, J., Moses, G., Strikwerda, J., & Litzkow, M. (July 2002). Reversing the lecture/homework paradigm using eTEACH web-based streaming video software. Journal of Engineering Education. Gerstein, J. (May 15, 2012). Flipped classroom: The full picture for higher education. Online at http://usergeneratededucation.wordpress.com/2012/05/15/flipped-classroom-the-full-picture-for-higher-education Halpern, D. F. & Hakel, M.D. (2003). Teaching for long-term retention and transfer. Change, July/August, 37-41. Hamdan, N., McKnight, P., & Arfstrom, K. (2013) A review of flipped learning. Flipped Learning Network. Online at http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/LitReview_FlippedLearning.pdf Hill, P. (October 22, 2013). A response to USA Today article on flipped classroom research. Online at http://mfeldstein.com/response-usa-today-article-flipped-classroom-research/ Hobson, E. H. (2004). Getting students to read: Fourteen tips. IDEA Paper Number 40. Manhattan, KS: IDEA Center. Online at http://www.theideacenter.org/sites/default/files/Idea_Paper_40.pdf Honeycutt, B. (2012). 101 Ways to FLIP! Flip It Consulting. Raleigh, NC. Honeycutt, B. (2013). Five ways to address student resistance in the flipped classroom. Fractus Learning. Online at: http://www.fractuslearning.com/2013/07/01/student-resistance-flipped-classroom/ Honeycutt, B. (2013). Looking for ‘flippable’ moments in your class. Faculty Focus. Online at http://www.facultyfocus.com/articles/instructional-design/looking-for-flippable-moments-in-your-class/ Honeycutt, B. (2012). A syllabus tip: Embed big questions. Faculty Focus. Online at http://www.facultyfocus.com/articles/instructional-design/a-syllabus-tip-embed-big-questions/ Honeycutt, B. & Garrett, J. (September 2013). The flipped approach to a learner-centered class. (whitepaper). Magna Publications. Houlton, D. (2013). Flipping your classroom. Online at https://sites.google.com/site/dougholtonresources/toolbox/teach/flippedclass Hudler, M. (November 15, 2013). What happens (or doesn’t) when we lecture. Online at http://profology.com/blogs/357/67/what-happens-or-doesn-t-when-w Karpicke, J. D. & Roediger III, H. L. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57(2), 151-162. Khan, S. (2011). Let’s use video to reinvent education. Online at http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html Khourey-Bowers, C. (Apr 2011). Active Learning Strategies: The Top 10. Science Teacher. Vol. 78. No. 4. National Science Teachers Association. Arlington, VA. Knewton. (2011). The flipped class infographic. Online at: http://www.knewton.com/flipped-classroom/
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Kolowich, S. (November 15, 2011). Exploding the Lecture. Online at: http://www.insidehighered.com/news/2011/11/15/professor-tries-improving-lectures-removing-them-class Lage, M., Platt, G., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education. Vol. 31. No. 1 (Winter). pp. 30-43. Taylor & Francis. Largent, D. L. (October 2012). A tale of two courses: An experience report about student engagement related to the use of an electronic student response system and pre-lecture videos. The Journal of Computing Sciences in Colleges, 28(1), 47-54. Mascolo, M. F. (2009). Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation. Pedagogy and the Human Sciences, (1)1, 3-27. Mason, G., Shuman, T., & Cook, K. Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division Engineering course. IEEE Transactions on Education. Vol. 56. No. 4, pp. 430-435. Mazur, E. (1997), Peer Instruction: A User's Manual. Prentice–Hall, Upper Saddle River, NJ. Mazur E (2009). Farewell, Lecture? Science 323: 50-51 Mazur, E. (March 13, 2013). The flipped classroom will redefine the role of educators. Evolllution. Online at: http://www.evolllution.com/distance_online_learning/audio-flipped-classroom-redefine-role-educators-10-years/ McKeachie, W. (2011). McKeachie’s teaching tips. Belmont, CA: Wadsworth, Cengage Learning. Medina, J. (2008). Brain rules. Pear Press, Seattle. Meyers, C., and Jones, T. B. (1993). Promoting active learning: Strategies for the college classroom. San Francisco, CA: Jossey-Bass. Middendorf, J., & Kalish, A. The 'change-up' in lectures. National Teaching and Learning Forum. 5(2), January 1996. Online at http://www.ntlf.com/issues/v5n2/v5n2.pdf Millard, E. (2012). 5 reasons flipped classrooms work: Turning lectures into homework to boost student engagement and increase technology-fueled creativity. University Business, 15(11), 26. Moravec, M., Williams, A., Aguilar-Roca, N., & O’Dowd, D. K. (Winter 2010). Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class. CBE Life Sci Educ, 9(4), 473-481. Moore, E. (May 20, 2013). From passive viewing to active learning: Simple techniques for applying active learning strategies to online course videos. Faculty Focus. Online at: http://www.facultyfocus.com/articles/teaching-with-technology-articles/from-passive-viewing-to-active-learning-simple-techniques-for-applying-active-learning-strategies-to-online-course-videos/ Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
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Ojalvo, H. E. & Doyne, S. (December 8, 2011). Five ways to flip your classroom with the New York Times. Online at http://learning.blogs.nytimes.com/2011/12/08/five-ways-to-flip-your-classroom-with-the-new-york-times/ Prober, C. G. and Heath, C. (2012). Lecture halls without lectures: A proposal for medical education. The New England Journal of Medicine. 366. 1657-1659. Reynolds, J. (2000). Learning-centered learning: Theory into practice. Inquiry, (5)2, Riendeau, D. (2012). Flipping the classroom. The Physics Teacher. 50, 507. Rosenberg, T. (October 9, 2013). Turning education upside down. The New York Times. Online at http://opinionator.blogs.nytimes.com/2013/10/09/turning-education-upside-down/?smid=fb-share&_r=2 Sams, A. (November 5, 2011). There is no such thing as THE flipped class. Online at http://chemicalsams.blogspot.com/2011/10/there-is-no-such-thing-as-flipped-class.html Schell, J. (2012). Turn to your neighbor. Blog available at http://blog.peerinstruction.net/ Schell, J. (November 4, 2013). From flipped classrooms to flipping with peer instruction. Online at http://blog.peerinstruction.net/2013/11/04/from-flipped-classrooms-to-flipping-with-peer-instruction/ Shaver, M. (Dec 2010). Using low tech interactions in the Chemistry classroom to engage students in active learning. Journal of Chemical Education. Vol. 87 No. 12. Smith, C. V., & Cardaciotto, L. (January 2011). Is active learning like broccoli? Student perceptions of active learning in large lecture classes. Journal of the Scholarship of Teaching and Learning. Vol. 11. No. 1. 53-61. Straumsheim, C. (September 9, 2013). Flipping med ed. Insider Higher Ed. Online at http://www.insidehighered.com/news/2013/09/09/stanford-university-and-khan-academy-use-flipped-classroom-medical-education#.Ui33joj8aIs.twitter Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. Svinicki, M.D. (2010). Students learning: From teacher-directed to self-regulation. New Directions for Teaching and Learning (123), 73-83. Talbert, R. (January 27, 2014). The inverted Calculus course: Overture. The Chronicle of Higher Education. Online at: http://chronicle.com/blognetwork/castingoutnines/2014/01/27/the-inverted-calculus-course-overture/?utm_source=dlvr.it&utm_medium=facebook Talbert, R. (March 5, 2014). Creating learning objectives, flipped classroom style. The Chronicle of Higher Education. Online at: http://chronicle.com/blognetwork/castingoutnines/2014/03/05/creating-learning-objectives-flipped-classroom-style/ Tucker, B. (Winter, 2012). The flipped classroom. Online at http://educationnext.org/the-flipped-classroom/ University of Minnesota. Flipping your PowerPoint slides. Online at: http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/learning/index.html
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University of Wisconsin-Madison. How flipping the classroom can improve the traditional lecture. Online at: https://tle.wisc.edu/tleblogs/jhenriqu/how-flipping-classroom-can-improve-traditional-lecture Walsh, K. (2012). Reverse instruction tools and techniques, part 1. Online at: http://www.emergingedtech.com/2012/02/reverse-instruction-tools-and-techniques-part-1/ Watson, D. L., Kessler, D. A., Kalla, S., Kam, C. M., and Ueki, K. (1996). Active learning exercises are more motivating than quizzes for underachieving college students. Psychological Reports, 78, 131-134. Weimer, M. (May 15, 2013). Learner-centered teaching: Good places to begin. Faculty Focus. Online at http://www.facultyfocus.com/articles/teaching-professor-blog/learner-centered-teaching-good-places-to-begin/ Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass. Weirth, K. & Perkins, D. (2005). Knowledge surveys: An indispensable course design and assessment tool. Innovations in the Scholarship of Teaching and Learning. Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass. Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193-199. Zellner, A. (February 12, 2012). Flipping out? What you need to know about the flipped classroom. Insider Higher Education. Online at http://www.insidehighered.com/blogs/gradhacker/flipping-out-what-you-need-know-about-flipped-classroom Other flipped environments: Flip the Clinic: Reimagining the medical encounter between patients and care providers. http://www.fliptheclinic.org
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The Flip It Team’s teaching philosophy is built on the concepts of metacognition and reflection. Through structured analysis and reflection, we try to encourage you to think about how you learn so you can enhance the learning environment for your students. When we teach workshops, we always model the techniques and reveal the strategies we use so instructors can experience the learning environment from a student’s point of view. Here are a few of the strategies we used in this online seminar that might be helpful as you design your own flipped lessons: Video: The pre-seminar video briefly explained different models and definitions of the flip. If you create videos for your students to watch prior to attending class, they should be brief (2-15 minutes max) and should only address 1-2 learning outcomes, preferably the lower-level learning outcomes in Bloom’s Taxonomy. However, remember, you can flip a class with more than videos! (The video for this online seminar was created using Powtoon. Flip It Consulting is an affiliate of Powtoon: goo.gl/iniZOu ) Question / Reflection Prompt: The video addressed one specific learning outcome. This learning outcome was turned into question prompt at the end of the video to encourage thinking prior to the online seminar and the question connects to the first handout. It’s always important to give students something to DO with the video rather than just watch it. Focusing activity: Aside from the video playing while waiting for the workshop to begin, and after the usual welcome and introductions, the focusing activity appeared on slide 8. We asked “How was the flip defined in the video?” which immediately generated reflection, discussion and sharing. Ideally, this would have been our opening slide, but it’s more difficult to do a true focusing activity in a one-time online event such as this one. However, anytime you can immediately jump into an activity to focus your students’ attention in class, do it. Additional focusing activities can be found on the flipitconsutling.com/blog Open-ended Questions and Discussions: We embedded several open ended question throughout the online seminar. In an online setting such as this one, it’s important to plan the questions and design questions that allow participants to respond quickly without causing too much ‘dead air’ time. We also tried to balance asking higher and lower level questions (using Bloom’s Taxonomy as our guide). Case Study Example: Sarah shared two examples of how she flipped one of her lessons in her professional writing course. Case studies are excellent ways to flip any learning environment. They can work very well in an online environment since students can research answers on the web and/or post references and articles in real time. Collaborative analysis: We collaboratively analyzed Sarah’s example lesson. Chunking: We “chunked” each section of the workshop based on our three learning outcomes. Each new “chunk” is divided by a slide reminding the learner which learning outcome we are focusing on next. Guided Notes & Application: Each handout allowed you to take notes and practice applying the concepts to a “real” learning environment (your classroom!). Guided notes are helpful tools to add to videos and online discussions to help students stay engaged and organize their ideas. Modeling: We demonstrated many of the skills and techniques needed in a flipped online learning environment. For example, almost all of our learning outcomes focused on the higher levels of Bloom’s
© 2014, Flip It Consulting & Reify Media. All rights reserved.
Taxonomy. We tried to generate discussions and prompt reflection by analyzing models of the flip, comparing and contrasting definitions of the flip, and applying these perspectives to Sarah’s example lesson. Blank Slides: Although we didn’t use this strategy in the online workshop, we usually leave slides blank when we facilitate workshops in person to stimulate thinking and discussion. We often record students’ feedback directly on the slide and build notes together as a class. This strategy could be adapted for the online class as well. Symbols: We’re not sure if the use of symbols is necessary a flipped strategy, but it’s certainly an excellent course designing strategy for any online environment. The question mark symbol reminded you to pay attention and prepare to type, talk, or answer a question to contribute to the online discussion. The worksheet symbol referred you to a specific handout in the resource material so you can easily stay organized and refer to the correct document. This will be especially helpful for those who re-watch the recorded version of the online seminar, just as your students would in a course that includes recorded lectures and videos. So What, Now What?: Okay, so you attended the online seminar…now what? In slide 34, we prompted you to identify one flipped strategy you might try in your online class. Since this is a new way to look at the flip, we wanted to leave time for our participants to share strategies, give examples, and list ideas so we can all learn more about how to create engaging virtual and online learning environments. We hope you take a few of these ideas and try them in your own classes after the online seminar.
