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1A: Introduction to Flipping the Classroom

Module 1  |  Module 2  |  Module 3 

Module 1A: Introduction to Flipping  |  Module 1B: Reflection on Flipping  |  Module 1C: Structure your Flip

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Expected Time for Module 1A: About 1 - 2 hour

 

 Module 1A Outcomes:  At the end of this module, you will:

  • Find information about the flipped classroom

  • Review the literature and resources available on the flipped classroom related to your discipline and topics

  • Share your flipping concerns, challenges and success stories with peers in the discussion forum

 

Module 1A Description

Change is both exciting and intimidating for most people.  By taking this course, you are clearly looking into the possibility of changing how you teach.  Why change?  What are you hoping to accomplish?  What concerns do you have about making this change? Hopefully module 1A will help you answer some of these questions, introduce you to the concept of the flipped classroom, and help you generate some new ideas that you can implement in your own classroom.

Browse and review an many documents as you would like below. The resources are divided into 3 categories, (1) general flipping information, (2) links to resources where you can find online videos and other materials to use for the online component of your flipped class, and (3) links to teaching and learning journals and discipline-specific examples where you can learn about what other faculty in your discipline are doing in their classrooms. We have provided a variety of resources so that you can select those most relevant to your instructional context.

1. General Flipping Resources

Example: Cindy Furse's Class ExperienceIntroduction to the Flipped Classroom Links to an external site. Example: Cindy Online Video Example

YouTube Link Links to an external site.

 

K-12 flipped classroom Links to an external site.

Some Hindsight about the Flipped Classroom Links to an external site.

 

2. Browse through some the major video resource websites and search for videos in your discipline or course topic that you can use for your course. What are others in your discipline doing?  Look for videos and resources you can use in your own course, so that you do not have to recreate the wheel!

Here are some sites to get you started:

  • Example: I teach a qualitative research course and there is a whole series of videos I found on coding and qualitative research methods by an international expert, Graham Gibbs, that can say it much better than I can that I can link to them from my course!

 

3. Reviewing the Educational Literature: Don't just plan to 'plop' flipping on top of what you already do. Think about being strategic in your decision-making as you decide what to flip and why!

  • Start by using the Teaching Journal Directory created by Kennesaw State University to browse through some of the teaching & learning journals searchable by discipline. Use the search boxes on the right side of the page to select discipline and/or topic. Search for flipped classroom articles,  your discipline, active learning or student engagement.

  • Didn't find anything there to check out, you will find a list of other more general journals in this Diigo Teaching & Learning Journal group to find examples of teaching & learning practice and innovations in your discipline.

  • To find out what are other people are doing in your discipline, search using keywords such as:
      • your discipline name or specialty
      • the types of learning activities you are considering integrating into your flipped design (ex. active learning, team based learning, student engagement, animations, )
      • search terms like assessment of learning, teaching strategies, teaching practice
      • A list of flipped classroom resources and articles  about how people are flipping their courses.

 

INTERACT WITH PEERS!

Use the Module 1A Discussion Board to ask questions about what you have read, share examples of what you have done in the flipped classroom, and vet concerns and ideas with peers.

 

Module 1  |  Module 2  |  Module 3

 

 

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