1. FLIPPED Learning
Javier Cavazos Vela, PhD., Director of Center for Teaching Excellence
James Whittenberg, Ph.D., LPC, Assistant Professor in College of Education and P-16 Integration

2. Learning Outcomes/Goals
Become familiar with Flipped learning
Identify benefits and challenges of Flipped learning
Learn characteristics of how to successfully deliver a Flipped course
Design at least one Flipped lesson for one course

3. Focus Activity
Take 5-minutes to discuss with a partner the following questions:
What have you heard about Flipped classrooms or Flipped learning?
Have you tried Flipped learning? If so, how was the experience? If not, what course are you thinking about FLIPPING?

4. What is the FLIPPED classroom?
Neshyba (2013) provided the following definition: “teaching technique that involves abandoning the traditional lecture (or just not relying on it as much) and replacing it with interactive approaches that experiment with technology and require students to gather information outside of class and be prepared to engage the material in class”
The Center for Teaching and Learning at UT-Austin provided additional characteristics of flipped classrooms:
Acquiring knowledge outside of class
Applying and practicing key concepts in class
Checking and extending learning at home

5. Four Pillars of FLIP Flexible environment Learning culture
Learning spaces
Assessment of student learning
Learning culture
Learner-centered
Construction of knowledge and meaningful learning
Intentional content
Videos
In-class activities and learning
Professional educator
Feedback
Formative assessment
Flexibility

6. Why Flip your class? Produces a learner-centered classroom
Most people begin to decrease attention and engagement after minutes
Fosters active learning, which has been shown to increase student achievement, enjoyment, and engagement
Helps students become reflective learners
Helps students apply what they learn in order to make meaning
Scientific evidence is in the early stages with some researchers finding benefits such as teamwork, class attendance, motivation to learn, and ability to solve unfamiliar problems
Shifts the instructor from “knowledge-transmitter to “knowledge-enabler”
Provides students with opportunities to practice collaborative learning and receive formative feedback on their learning (Braseby, 2014)

7. How to Plan for a Successfully Flipped Course
Knowledge acquisition: Out of Class Activities
Online lectures (6-7 minutes chunks and memory retrieval techniques), YouTube videos, journal articles, newspapers, textbooks, movies
Quiz before class to assess learning and preparation
Just-in-Time teaching techniques for students to produce before class
Knowledge Application: Inside the Classroom
The instructor’s role is to create activities to facilitate small group as well as large group interactions to construct meaning
Focus activities or active learning strategies such as case studies, debates, team- based learning, project-based learning, and others

8. Focus Activity Take 3-minutes to think about the following question:
Based on personal experiences or what you just learned, what are some challenges with Flipped learning?

9. Challenges and Lessons Learned
Some students might feel lost without a formal lecture
Some students are not used to active learning
Some professors report challenges with preparation and design of activities
Out-of-class activities need to be assessed and valued
Explaining the idea of flipped learning in class and on the syllabus is important
Some active learning strategies are difficult with large classes

10. Focus Activity
For the following activity, take 7-minutes to think about flipping one lesson for one class. For example, if you will teach a Psychology course in fall 2017, think about how you would flip the lesson on chapter 1.
What do students need to know before class? What types of out-of-class activities will help students learn this material?
How will you assess students’ learning from out-of-class activities?
What types of in-class activities will help students practice key concepts and principles? What types of feedback will you provide?
How will you help students check their understanding and extend their learning after class?

11. References and Additional Sources
Braseby, A. M. (2014). The flipped classroom. Idea Paper #57.
Center for Teaching and Learning, University of Texas at Austin. Retrieved from
Center for Teaching Excellence, University of Waterloo. In-class activities and assessment for the flipped classroom. Retrieved from excellence/teaching-resources/teaching-tips/lecturing-and-presenting/delivery/class-activities- and-assessment-flipped-classroom
Ehrke, J. (2016). Developing pre-class activities for the flipped classroom. Retrieved from
Ferreri, S. P., & O’Connor, S. K. (2013). Redesign of a large lecture course into a small group learning course. American Journal of Pharmaceutical Education, 77, 1.
Honeycutt, B. (2016). 10 formative assessment strategies for flipped learning environments. Retrieved from environments/
Honeycutt, B. (2016). FLIP the first 5 minutes of class: 50 focusing activities to engage your students. Retrieved from ebook.html

12. References and Additional Sources
Mitchell, A., Petter, S., & Harris, A. L. (2017). Learning by doing: Twenty successful active learning experiences for information systems courses. Journal of Information Technology Education: Innovation in Practice.
Prince, M. (2004). Does active learning work? A review of research. Journal of Engineering Education, 93,
Schell, J. (2013, June 20). Two magical tools to get your students to do and learn from pre-class work in a flipped classroom. Turn to your Neighbor blog. Retrieved from http//blog.peerinstruction.net/2013/06/20/two-magical- tools-to-get-your-students-to-do-and-learn
Talbert, R. (2015). Four assessment strategies for the flipped learning environment. Retrieved from assessment-strategies-for-the-flipped-learning-environment/