True, flipping is a popular teaching method to engage students but it also requires considerable planning to connect in-class learning with out-of-class learning. The good news is that flip method doesn’t have to apply to entire course. Here are some effective ways to partially flip classes without eating into your time.
Start with a Partial Flip
One day-a-week flip
If the idea of flipping an entire course seems overwhelming or not appropriate, try flipping one lecture a week. Start by recording a short lecture video which students watch to prepare for class. During class students work in groups to complete tasks where they are solving real analytical problems and present their answers in class. Finally, ask students to correct their own work and reflect on their understanding.
Replace a significant portion of a lecture with active learning such as discussions of case studies or work on applied problems in small groups. If this idea makes you uncomfortable, an alternative is to be selective and strategic about what you record for students to watch in advance. Record a set of lecture materials, and reserve some of the class time for lecturing on advanced topics.
When planning your recordings think about particular topics or concepts on which students routinely get stuck and then try designing in-class activities around these ideas or concepts. Or, consider recording lectures that cover content that’s likely to be reusable in future semesters, and plan on some in-class micro lectures covering “hot-off-the-presses” topics, leaving plenty of time for active learning.
A common misconception is that flipping requires pre-record lectures. You can find other ways for students to get the content that might be delivered in a lecture: podcasts, readings, videos are some good alternatives.
Things to Remember
Respect students time.
A flipped class works only if students do the pre-class background learning. Students have limited time to devote to studying, and they won’t do it if they are too busy or if the content is too dull. Effective asynchronous learning relies heavily on using the right tools to keep students interested and engaged and connected to the synchronous class.
Go Small on Tools
Using existing tech tools familiar to students will help them focus on the learning and not navigating new technology. A few examples: narrated PowerPoints, Screencast, Zoom recording for lectures (make sure the audio is clear and the lectures are kept short)
Flexible Access to Learning Content
Add alternative ways for students to access the content. If your flip class includes lectures then consider adding an audio only option for students to download to their phones and listen while they drive to campus, work out at the gym etc.
Campillo-Ferrer, J.M., Miralles-Martínez, P. Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanit Soc Sci Commun8, 176 (2021). https://doi.org/10.1057/s41599-021-00860-4
The UDL Principals are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. UDL consists of three guidelines that can be applied to any discipline. These principals will allow students to participate in the course and express what they have learned in multiple ways:
1) Multiple Means of Engagement. This is known as the “why” of learning. Not all students learn the same way so it’s critical to provide multiple ways to get them engaged. For example, some students are more engaged when an instructor assigns them chapters to read in a textbook. On the other hand, some students prefer a combination of instructor led lectures combined with videos to supplement the lecture.
2) Multiple Means of Representation. This is known as the “what” of learning. There is no one size fits all approach when it comes to representing the material presented to students. This will require the instructor to approach the content in a variety of ways. For example, presenting the lecture in a voice-over PowerPoint slide and in a video will allow students to take in the same content using different mediums.
3) Multiple Means of Action and Expression. This is known as the “how” of learning. Students come from a wide variety of backgrounds and cultures. For some students, English may be their second language so writing what they learned may be pose challenges. On the other hand, some students may have reading disorders, and this will affect the way they take in the content. By providing Multiple Means of Action and Expression, it will open the door to creativity and imagination for the students. For example, students can create short videos to display what they have learned. There is not one means of action and expression that will be optimal for all learners but providing options for action and expression is essential.
Incorporating UDL Principles in your course may take some trial and error to achieve the desired results and optimal benefits for the students. Taking UDL guidelines into account during the instructional design process, educators can determine how to meaningfully integrate digital delivery formats, digital tools, and instructional strategies when designing inclusive online learning experiences.
How do you know as an instructor that you’re giving your students
valuable feedback? Are there ways that your interactions with students
This session is all about how to make sure that your
students get the most out of their learning experience through effective
feedback. In return, you’ll see how this leads to greater
accomplishments of learning objectives, more positive experiences in the
classroom, and better teacher-student interactions.
Led by Instructional Designer Ariella St. Rose, this virtual event is
part of the Distance Learning Institute’s ongoing series, EdTech Café.
This series occurs every third Wednesday & Thursday of the month to
assist the University of Miami faculty and teaching staff in creating successful, engaging