Flipping the Classroom:

More about how it works …

Credit for ideas and graphics to:

“Flipping the Classroom,” by

Cynthia J. Brame,

CFT Assistant Director, Vanderbilt University

http://cft.vanderbilt.edu/teaching-guides/teaching-activities/

flipping-the-classroom

Bloom’s Taxonomy (Revised):

Traditionally, many of us have

expected our students to do this:

Work outside of class later

Work in class

The flipped model does this instead:

Work in class later

Work online before class

How It Works: Four Keys

Accessible online input prior to class:

#1

Accessible online input prior to class:

• Be sure the students know what to do!

#1

Accessible online input prior to class:

• Be sure the students know what to do!

• Break it down in manageable chunks.

#1

Accessible online input prior to class:

• Be sure the students know what to do!

• Break it down in manageable chunks.

• Make it entertaining and engaging.

#1

Accessible online input prior to class:

• Be sure the students know what to do!

• Break it down in manageable chunks.

• Make it entertaining and engaging.

• Provide opportunities for help and clarification.

#1

Assess understanding prior to class:

#2

Assess understanding prior to class:

• Online quizzes

#2

Assess understanding prior to class:

• Online quizzes

• Forums

#2

Assess understanding prior to class:

• Online quizzes

• Forums

• Upload or e-mail written work

#2

Provide incentives for doing the

online work before class:

#3

Provide incentives for doing the

online work before class:

• Weight it heavily in the course grade.

#3

Provide incentives for doing the

online work before class:

• Weight it heavily in the course grade.

(30% to 50%)

#3

Provide incentives for doing the

online work before class:

• Use quiz settings to maximize a sense of control and achievement.

#3

Provide incentives for doing the

online work before class:

• Use quiz settings to maximize a sense of control and achievement.

(Open for a finite time; score is the average of the attempts.)

#3

Provide incentives for doing the

online work before class:

• Be available to answer questions.

#3

Provide incentives for doing the

online work before class:

• Be available to answer questions.

(Check forums 2-3 times a day.)

#3

Provide incentives for doing the

online work before class:

• Be available to answer questions.

(Check forums 2-3 times a day.)

(Respond to student e-mail within 24 hours.)

#3

Spend class time on

higher level thinking skills: #4

Spend class time on

higher level thinking skills:

Apply, analyze, evaluate and create

#4

Spend class time on

higher level thinking skills:

Apply, analyze, evaluate and create

#4

Spend class time on

higher level thinking skills:

Apply, analyze, evaluate and create in

• group discussion

#4

Spend class time on

higher level thinking skills:

Apply, analyze, evaluate and create in

• group discussion

• process writing

#4

Spend class time on

higher level thinking skills:

Apply, analyze, evaluate and create in

• group discussion

• process writing

• games

#4

Spend class time on

higher level thinking skills:

Apply, analyze, evaluate and create in

• group discussion

• process writing

• games

• group projects

#4