Flipped Classroom Strategy 2: Identify Where to Flip and Start Small

In a recent presentation, entitled The Flipped Classroom, I delivered to higher education faculty at my current institution, we began our dialog reviewing various definitions of the flipped classroom.  Early definitions and interpretations simply reversed when homework and lectures took place: students watched recorded "lectures" outside of class and in-class activities would normally involve applying what they learned from the videos (i.e. the homework).  More contemporary and refined definitions, such as the one below by the Flipped Learning Network (FLN), describe the flipped classroom as a unique learning environment that requires careful planning, but focuses on learning.  

Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. (FLN, 2014).

The flipped classroom is not a new concept.  In fact, many higher education faculty, including myself as a past faculty member, have flipped our classrooms but called it something else such as "read and come prepared to class" or "applying what you learned in class."  Whether we used our textbooks, articles, peer instructional strategies, or streaming video, there was a good chance we were already using some elements of the flipped classroom to enhance instruction and engage learners.  As you continue your research into the flipped classroom and where you should start, remember these two things:

• it is not about the video (even thought you may use it), and 
• answer the following question: what is the best use of class time?

Making effective and meaningful use of class time is key to a successful flipped learning environment.  

Where's a good place to start?

Redesigning a course or even a single lesson/module to flip requires time and planning.  I strongly recommend to faculty that they pilot test flipping one traditional face-to-face class and only a single lesson or module/unit in that same class.  Here are a few questions to ask yourself in determining which class and which specific lesson or module/unit to consider flipping.

• Which classes do you have an in-class activity that requires students to apply skills and knowledge, but rarely complete because of time constraints?
• Which classes, module/units, lessons, and/or learning outcomes lend themselves well for group interaction and collaboration? Think about activities where you use peer instruction, team-based learning, think-pair-share, or jigsaw strategies, for example.
• What content, concepts, or topics do students tend to struggle with in your course based on assessment data (i.e. grades on exams, quizzes, project, assignments, etc.)?
• What specific content, concepts, or topics could your students benefit from applying their skills and knowledge during class time while your expertise can facilitate student development and understanding?

Here's a great video of how several University of Texas as Austin faculty have used the flipped classroom model in their courses.

Why start small?

Implementing any innovation, technology, or instructional strategy that you may not be accustomed to is likely to seem overwhelming at first.  When flipping for the first time, I frequently advise faculty to begin with a single lesson or segment of a lesson after considering the questions above.  The smaller you start, the better you can assess what worked well and what didn't yield desirable results.  

Technology, is commonly cited as a problem in contexts where the flipped classroom was not successful.  However, in instances where desirable results in the flipped lesson were not present, it's important for faculty to take a step back and take a broad view of what worked vs. what didn't work in the flipped lesson rather than immediately blame technology without valid justifications.  Faculty want to give themselves time to reflect on the entire process including, but no limited to, the following points:

• the planning process and time dedicated to planning,
• the logistics and instructional strategies used during class time, 
• what incentive did students have to watch video or read texts/articles prior to the in-class activities?, 
• were students held accountable for watching videos before class?
• were students assessed to check for understanding after reading or watching video?,
• were both student and instructor expectations communicated to students prior to flipping your lesson?, and 
• did students really have an opportunity to apply what they've learned or were they simply "re-lectured" to?

Where and how would you advise faculty to start in their exploration of the flipped classroom model?  Share your ideas, thoughts, and recommendations in the comments section below.

Related article in this series

• Flipped Classroom Strategy 1: Taking Notes with VideoNot.es