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1C: Do It - Organize your flip

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 1C:  1-2 hours to construct an alignment grid

 

Module 1C Description
In Module 1A, you learned about the concept of the flipped classroom and what some of the options are for flipping your class. Module 1B guided you towards thinking about your own teaching and learning preferences in relation to the flipped classroom and active learning. The purpose of this 1C module is help you create the structure for what a flipped course in your discipline might look like. The alignment grid will help you lay out visually what you hope your students will achieve by the end of your flipped course or instructional unit.


Module 1C Outcomes:  At the end of this module, participants will:

  • Select a topic/concept that you want to rework or design as a flipped course component,
  • Design learning outcomes for the topic or concept activity you want to flip,
  • Use an alignment grid to brainstorm ideas for what that the topic/concept would like as a flipped learning activity, and
  • Share with peers to get feedback
     

Steps:

1. Choose a topic you currently teach that you would like to flip. This is much easier to do if you have already taught the topic, since you have the content at about the right level for the students and you know what you like to include in your lecture.

2. Write learning outcomes/objectives to be explicit about what students will be learning and doing during the instruction. Go back to content and your "big" dream/goal from Module 1B and relate that goal to your content.

  • Outcomes/objectives must be measurable - this is how you will know the students have learned what they should have learned. 
  • Outcomes/objectives usually start with an "action verb"; that explicitly describes what students will do. Do not use vague words like understand and know.
    • Use this document to find appropriate action verbs your objectives (another resource for action verbs)
  • Outcomes/objectives are a single sentence statement. Start off with: At the end of this course, students will be able to: .....
  • Outcomes/objectives should focus on what the STUDENT WILL DO, not what the instructor does. 
  • For a whole course outcomes/objectives should focus on different levels of learning, not just on acquiring content knowledge. For example, one of the objectives for one of my courses is that by the end of this course students will have: "Defined a personal philosophy about online teaching". The objective does not state that I will: "Teach you how to write an online teaching statement". You (the student) will "define" your own philosophy by reviewing examples of philosophies, reflecting on your own values, and actually writing an online teaching statement about what you believe about learning and teaching online. The statement will be graded so that I know students understand what a teaching statement is and that they can articulate what they believe about teaching online.

Here are some learning taxonomies to help you think about the different levels or types of learning. Click on the images to get more information about that taxonomy

Bloom's Taxonomy Wheel Links to an external site.
Learning Organized by Thinking Styles

Bloom's Interactive Taxonomy - Iowa State University Links to an external site.
Combines Knowledge and Cognitive Domains

Fink's Integrative Learning Taxonomy
Fink's Self-Guided Manual Links to an external site.
bloom_plts.jpg model.png fink_taxonomy_significant_lear.jpg

 

Other resources that will help you learn how to write a goal and outcomes/objectives:

    • Look at examples of objectives on other disciplinary syllabi you might have found online
    • Look at examples: SMART objectives
    • U of Minnesota page about writing objectives/outcome

3. Look through your lecture notes, and see what parts are 'just facts' that could be provided to the students via a recorded lecture, and what parts are already active learning and discussion that you probably want to keep in the F2F classroom.

One 'measure' I use on my own lectures is to consider 'what should the students be doing' during that part of the lecture.  If they should be paying attention and taking notes, and maybe asking a few questions for clarification, then put it on video.  If they should be actively discussing, working together, etc., then bring it into the F2F classroom.  If they should be trying things out themselves (practicing), then make it homework for after class.

  • It helps you articulate in writing what you plan to do. We often think about our plan but not write it down.
  • It helps you visualize how the lecture and activities align. Are there gaps such as having an objective/outcome but no assessment or learning activity? Do you have redundant activities for some objectives/outcomes and not for others?
  • Once you create an alignment grid you can use it as a road map to see where you are going (even share it with your students) and then you will have a better idea of how and when you will get there.

 
Think of a flip in this way ( graphic below), what will students do before, during and after class? What does that look like?

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4. Plan the Face-to-Face Learning Activities that align to your online lecture content ... think of this as an application of the content from your lecture. 

Cindy's Templates for Designing a Flipped Lecture

Donna's Matrix Style Template for Planning Instruction

 

INTERACT WITH PEERS

Use the Module 1C discussion forum to post your brainstorming alignment grid and share with your peers. Here is the rubric you can use to help provide feedback for your peers. Post your alignment grid as an attachment and then attach the rubric to as feedback as you review other peer grids.

 

 

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