Lesson 4: Flipped model
Four key considerations for learning activities
-
Online space
Pre-class online activities can be used to support knowledge and comprehension skills (Moffett, 2015).
-
For example, readings can be assigned online as pre-class preparation.
-
-
Face-to-face space
In-class activities can be used to facilitate application and analysis skills (Moffett, 2015).
-
For example, in-class activities could consist of group case study analyses.
-
-
Online space
Online pre-work should prepare students for in-class activities.
-
For example, create pre-recorded video lectures with pauses for students to respond to weighted quiz questions to be reviewed in class.
-
-
Face-to-face space
In-class activities should expand on the pre-class learning.
-
For example, class time can be used to work on pair or group projects using the learning from pre-class videos, readings, etc.
-
-
Online space
Online pre-work can include asking students to review academic integrity best practices posted in D2L.
-
For example, request students to review this UCalgary library guide on documenting sources.
-
-
Face-to-face space
For example, in-class activities could involve discussions on strategies to prevent plagiarism.
-
Online space
Pre-class activities such as discussions can provide insight on student behaviour and respect.
-
For example, create opportunities for students to engage with learning series about anti-racism, systemic racism, and equity.
-
-
Face-to-face space
Prepare for facilitating controversial or challenging conversations to ensure students are supported and able to engage in a positive environment.
-
For example, establish shared values and expectations for conduct in the course.
-
Learning activities
Learning activities in a flipped classroom design should provide students with the independence and flexibility to first address the content in the online environment and then merge that learning to the face-to-face classroom. Align the pre-class activities to best meet the learning objectives while optimizing student interactions in the face-to-face setting.
Example: Use this as an introductory activity at the beginning of a unit.
-
Online
Groups summarize their assigned topic and post comments and questions on other groups’ topics.
-
Face-to-face
Assign a topic to each group. Groups rotate through classroom writing comments on different topics on posters.
Example: Use as a team-building exercise and/or group assignment.
-
Online
Groups share their projects online and students respond in discussion forum.
-
Face-to-face
Students meet in groups to discuss select and discuss role for the case study.
Example: Use this as an engagement activity activate students’ knowledge of the topic after they have completed their pre-class work and then share that knowledge with a peer.
-
Online
Introduce the topic by creating a quiz question that students answer individually. Further discussion takes place in class and students have opportunities to go back and revise their answer online.
-
Face-to-face
Students privately answer multiple-choice questions via a polling tool. Then share answers with partners and answer the question a second time. Instructor opens to class discussion and debate.
Types of assessments
Flipped learning provides ample opportunities for instructors to be creative yet flexible in their assessment options. In keeping with the flipped learning model, assessment should assess scaffolded learning in face-to-face and online environments (Conrad & Openo, 2018).
-
Online assessment
Quizzes can be used to gauge the students’ learning ahead of class.
-
In-class assessment
Quizzes can be reviewed in class with feedback discussed at class level.
-
Online assessments
Students participate in online discussion concerning what they learned in class and how to apply it.
Learners can formulate a question about the online topic or reading for further discussion in class.
-
In-class assessments
Think-pair-share beginning at the individual-pair-group level and then shared with the whole class.
Three-step interview: Pairs meet to discuss readings, create questions, and summarize responses.
-
Online assessment
Students can create concept maps to provide a visual representation of connections between concepts that students learned in class.
-
In-class assessment
Concept maps are shared in class and any gaps in learning can be filled with group or class level discussions.
-
Online assessment
Students respond to assigned reading with annotations which are then discussed in class with peers.
-
In-class assessment
Annotations are critically discussed with partners and together a summary paragraph is written.
-
Online assessment
Students review and respond to each other’s work to consolidate, reinforce, and deepen understanding of the material.
-
In-class assessment
Peer-reviewed assignments are shared with partners and discussions are held to explain the comments and reach an understanding.
Lesson checklist
-
Identify the core elements of flipped design
-
Determine key considerations for learning activities
-
Distinguish types of assessments for flipped models
References
Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity. https://www.aupress.ca/books/120279-assessment-strategies-for-online-learning/
Kachka, P. (2012, October 23). Understanding the flipped classroom: Part 1. Faculty Focus. https://www.facultyfocus.com/articles/blended-flipped-learning/understanding-the-flipped-classroom-part-1/
Lambrou, M. (2020). The pedagogy of stylistics: Enhancing practice by flipping the classroom. Using whiteboards and action research. Language and Literature, 29(4), 404-423. https://doi.org/10-1177/0963947020968665
Moffett, J. (2015). Twelve tips for “flipping” the classroom. Medical Teacher, 37(4), 331-336. https://doi.org/10.103109/0142159X.2014.943710
More lessons
Lesson 5: Rotational model
Lesson 6: Summary
