Flipped Classroom Strategy 3: Think-Pair-Share (In/During Class Instructional Strategy)

A common yet important point about the flipped classroom in discussions among higher education faculty and instructional designers is the fact that there is no one right way or strategy for the flipped method.  This includes the strategies implemented before, during,

and after class time.  However, in addressing the question what is the best use of class time? that is central to the flipped classroom, it is important that we explore the active learning strategies that we are seeing faculty implement in successful yet engaging flipped classroom/learning environments.  One such active learning strategy is think-pair-share.

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).

Flipped Classroom Strategy 1: Taking Notes with VideoNot.es

Instructors who had success with flipping their classrooms realize that students have to take initiative and be held accountable for viewing content (i.e. videos, text readings, websites, etc.) before class and time is dedicated to learning experiences in which students apply what they have learned.  A common question, however, is "how do I know my students are watching the videos (or readings) before they come to class?"  This is a valid question that needs to be addressed for a successful flipped lesson or module/unit to be implemented.  One common strategy instructors implement is to have students complete a short assessment through a learning management system's (LMS) quizzing/survey tool or Google Form to (1) hold students accountable for watching or reading content prior to class and (2) to self-assess understanding of a concept or other content presented on the video and/or reading.  As an additional incentive, instructors may make completion of these short assessments as part of an assignment or participation grade.  Another "before class" strategy in conjunction or in replacement of a traditional short assessment is to have students summarize or identify "burning" questions that students may need some brief explanation on at the top of the face-to-face class session.  

One tool worth exploring in supporting "before class" writing tasks in the flipped classroom environment is VideoNot.es.  VideoNot.es allows users to watch a video that resides on a video hosting service, such as YouTube and Khan Academy, on one side of the screen while having the capability of typing notes on the other sides of the screen (see image below).

Students can easily take notes, write summaries, and/or jot down questions regarding the contents of the video.  Currently, VideoNot.es works with video content posted on YouTube, Khan Academy, and Vimeo.

VideoNot.es integrates with Google Drive as an added application.  You can learn more about enabling additional applications within Google Drive here.  Because of this seamless Google Drive integration, students can easily open/modify their video notes and even share their notes with other classmates and/or the instructor.  Best of all...VideoNot.es is free!

To get started, visit VideoNot.es and click on the green "Connect with Google Drive" button.

Do you have experience with VideoNot.es?  Do you have other tools or ideas for "before class" activities/assessment in flipped learning environments?  Share your experiences and ideas in the comments section below.

Getting Started: 10 Tools to Flip Your Classroom

In my continuous research on flipped classrooms primarily for higher education contexts (and K-12 too), I frequently encounter Web-based tools and mobile apps that tend to focus on screencasting or video recording tools.  This is somewhat of a double-edged sword because flipped classroom/learning discussions frequently emphasizes the use or viewing of online video content outside of class, but on the other hand the flipped classroom/learning is really not about the video; it's about this question: what is the best use of class time?

In any case, I thought it would be more helpful to organize flipped classroom tools and resources into categories aligned to the flipped classroom planning process; not just video creation and editing tools.  

Common Myths About the Flipped Classroom...My Two Cents

The flipped classroom, as with any disruptive innovation in education, has naturally become surrounded by myths based on conceptual misunderstandings, fear of change, and experiences or observations yielding undesirable results in student learning.  In this post, I want to share a number common myths about the flipped classroom based on my experience flipping lessons in higher education, discussions with faculty members who are interested in flipping lessons as well faculty who have had "less than desirable" experiences in attempts to flip a lesson, and through my continued research on the flipped classroom.  Additionally, I plan to identify truths about, or debunk, each myth.  Check out this video if you want a quick review of what the flipped classroom is.

To kick things off, I will identify common statements or thoughts about flipped classrooms/learning through a series of opinion polls.  Are these statements "true" or "false?"  Tell us what you think by following the instructions below.

Instructions

1. On each page, including this one, you will be presented with a True or False statement.  There are 6 statements total.
2. Select your True or False response, or view others' responses to the given statement.  There is no need to worry, there is no record of who answered any given question.  Answer honestly.
3. After submitting (voting) your response, move to the next poll statement by clicking on the NEXT STATEMENT link located below each opinion poll.  This will take you to the next poll in the series.
4. At the end of the poll series, click the FINISHED link to be presented with specific myths about the flipped classroom along with their truths intended to debunk the respected myth.

NEXT STATEMENT >>