1B: Reflection about Flipping & your Teaching Practice

Module 1  |  Module 2  |  Module 3  |  Module 4  | Module 5  | Module 6

Module 1A: Introduction to Flipping  |  Module 1B: Reflection on Flipping  |  Module 1C: Flipping Brainstorm

Module 1B Objectives:  At the end of this module, participants will:

• Reflect on their own course design and teaching practice.

Module 1B Description
In Part 1A of this module, you learned about the concept of the flipped classroom and what some of the options are for flipping your class. Part 1B of this modules will guide you towards thinking about your own teaching and learning preferences in relation to the flipped classroom and active learning. Part 1C will help you conceptualize the flipped design for your own classroom.

Expected Time (Module 1B):  1-2 hours

Reflect on Your Own Course Design:

1. To go to the next level you will spend more reflecting on your own learning style as well as your perspective as a teacher
   

   • Complete this questionnaire from Richard Felder and Barbara Soloman. It has 44 questions, with two choices each. Save a pdf of your results and read through the descriptions of the different learning styles. 
   • Take Teaching Perspective Inventory as you reflect on your teaching perspectives with the online questionnaire Links to an external site. from Daniel D. Pratt and John B. Collins. It has 45 questions (3 screens), plus another dozen demographic questions. You can select the last option in the Select a Group pull down list (do not belong to any group) to begin the survey. Save a screen shot of your results, and read through the information on the five perspectives Links to an external site. and the ten steps to reflect  Links to an external site.on your results Links to an external site.. NOTE: this is a new website for the TPI and it seems a little quirky to me. The final screen for the survey asking for demographic information was slow to load, so be patient and after entering some data you will see a graphic of your results. Download to see what a TPI profile Download TPI profile
     looks like.
     
   • If you have trouble with the TPI you could take the Teaching Goals Inventory survey Links to an external site.instead (Angelo and Cross, 1993). Before you take this survey think about a specific course you teach and maybe one you are considering flipping. Then take the survey thinking about that one course. It will help you identify what your goals are for the course.

   2. Here are some additional readings about flipping and blending the classroom. Select a few articles for review

• Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology Links to an external site. [article available online comparing flipped and traditional classroom]
• The Flipped Classroom: A survey of the Literature Links to an external site. [ a paper to download from the 2013 American Society of Engineering Education Annual Conference]
• Lecture Material Retention: a First Trial Report on Flipped Classroom Strategies in Electronic Systems Engineering at the University of Regina Links to an external site.[Article for download from the Proceedings of the Canadian Engineering Education Association]
• Case Studies in the Flipped Classroom Links to an external site.[download from the AACU.org website]
  

Now, sum it up, and share your ideas with others in the class:

Post your thoughts in the discussion forum HERE What you learned about your learning/teaching style your particular teaching/learning context? How might these factors be leveraged for flipping your own classroom?

  into the additional parts of module 1C using the link below or move forward and begin Module 2  

Module 1C: Brainstorming ideas for how your flip might look

Module 1  |  Module 2  |  Module 3  |  Module 4  | Module 5  | Module 6

Module 1A: Introduction to Flipping  |  Module 1B: Reflection on Flipping  |  Module 1C: Flipping Brainstorm