Flipping the Classroom: More about how it works …

Bloom’s Taxonomy (Revised):

Traditionally, many of us have expected our students to do this: Work outside of class later Work in class Work outside of class later Work in class

The flipped model does this instead: Work in class later Work online before class Work in class later Work online before class

Bloom’s Taxonomy (Revised Again):

We have expected our students to this:

The flipped model does this instead:

They are spheres, actually. There are a lot of them.

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! Be sure the students know what to do! #1

Accessible online input prior to class: Be sure the students know what to do! Be sure the students know what to do! Break it down in manageable chunks. Break it down in manageable chunks. #1

Accessible online input prior to class: Be sure the students know what to do! Be sure the students know what to do! Break it down in manageable chunks. Break it down in manageable chunks. Make it entertaining and engaging. Make it entertaining and engaging. #1

Accessible online input prior to class: Be sure the students know what to do! Be sure the students know what to do! Break it down in manageable chunks. Break it down in manageable chunks. Make it entertaining and engaging. Make it entertaining and engaging. Provide opportunities for help and clarification. Provide opportunities for help and clarification. #1

Assess understanding prior to class: #2

Assess understanding prior to class: Online quizzes Online quizzes #2

Assess understanding prior to class: Online quizzes Online quizzes Forums Forums #2

Assess understanding prior to class: Online quizzes Online quizzes Forums Forums Upload or written work Upload or 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. Weight it heavily in the course grade. #3

Provide incentives for doing the online work before class: Weight it heavily in the course grade. 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. 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. 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. Be available to answer questions. #3

Provide incentives for doing the online work before class: Be available to answer questions. 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. Be available to answer questions. (Check forums 2-3 times a day.) (Respond to student 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 group discussion #4

Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in group discussion group discussion RA activities RA activities #4

Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in group discussion group discussion RA activities RA activities process writing process writing #4

Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in group discussion group discussion RA activities RA activities process writing process writing games games #4

Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in group discussion group discussion RA activities RA activities process writing process writing games games role plays role plays #4

Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in group discussion group discussion RA activities RA activities process writing process writing games games role plays role plays group projects group projects #4