Flipped Class Toolkit
The flipped classroom model (sometimes called the inverted classroom) is one in which traditional in-class activity—the lecture—is delivered outside of class via recorded lectures and other web-based materials. In-class time is used for collaborative project work, small group problem-solving, and other such activities that allow students to engage at a deep level with the content they viewed outside of (and before) class.
This model provides faculty with more time in-class to work with individual students and allows students to master the lecture content at their own pace
Outside of class components
One concern many professors share is that students will not watch the assigned videos. One way to mitigate this potential problem is to focus the video on content that answers the students’ question, “Why do I need to know this?” and help them clearly see the video’s relevance.
In addition, include reflective activities for students to apply what they learned in the video.
Blog or discussion post
Literature example: The video provides an overview of the sociopolitical landscape during the period of the novel you are studying was written. After viewing, students must adopt the persona of the author and write a blog or discussion post on one aspect of the sociopolitical landscape that they believe influenced the author.
Photo essay
Design example: After watching a video describing the unique features of a specific design style, students take photos of items they feel illustrate or represent the influence of that style.
Reaction video or essay
History example: A video outlines a main event in the period and region of the world being studied. After viewing the video, students prepare a three-minute video or written “reaction” piece to share with the class, covering their opinions about the factors leading to the event and the lasting effects of the event.
Quiz or exercise
Math/engineering example: A video reviews basic formulas, equations, and principles for solving problems. To follow, students complete a take home or online quiz or practice exercises to prepare for more complex problem sets during class. With instructor as a “guide on the side” in the classroom, students can build on these basics.
Classroom activity must closely relate to and apply the video material to reinforce to students the importance of completing out-of-class assignments. Be sure to use a pedagogical model that supports this, such as project-based learning, game-based learning, or understanding by design.
This worksheet (PDF) can help you select the appropriate content to flip.
In-class Components
In the flipped classroom model, class time is used for deeper engagement with content: collaborative projects, individual and group problem-solving, and peer-based learning activities.
Before engaging in classroom activity, opportunities for students to apply concepts and gauge their understanding of out-of-class components can occur through a variety of “need to know” assignments and assessment techniques. Aligning out-of-class content and in-class activities in this way can help maximize class time by focusing on those areas in which the students need the most instructor guidance and coaching.
TLS Teaching Elements include practices and tools to help in the design and implementation of in-class activities.
Activity models
In-Class Tools
