1. CLASSROOMS
FLIPPED

2. The Flipping Teachers
Dr. Ann Petersen
Dr. Kate Sanders

3. Faculty Friendship Trusted & valued each other
Trusted & valued collaboration
Utilized Faculty Development Opportunities
Attended Student-Centered Workshops
Shared educational philosophies
Early Childhood
High School / College Comp
Faculty Friendship

4. How did we do it? We spent time talking to each other.
We connected as ‘flip partners’.
We attended each other’s classes.
We involved the students.
We told everyone,
“We know what we’re doing!”

5. What We Learned
Collaboration requires work---together in person, via & cell phone, through ICCOC, over coffee. . .
There’s more than one way to skin a cat.
Neither partner is stronger than the other.
Neither partner is in charge.
We learned to stand naked without judgment.

6. Traditional Considerations
Traditional Challenges
Text book reading
Notetaking, lecture, text review
Assigned homework
Textbook reading is a learned skill. A text book does not read like a novel.
Notetaking & isolating key concepts are learned skills.
Errors may be perpetuated with non-mastered concepts.

7. The theory behind the practice
Find a flipped & flexible colleague with whom to work
Find someone who can stand ‘naked w/o judgment’
Find someone who doesn’t have to be ‘in charge’
Find someone who likes surprises and
is comfortable with situations evolving organically

8. TUCKMAN’S Team Development Model
Forming
Storming
Norming
Performing
Transforming

9. FORMING Course or syllabus treasure hunt Syllabus quiz
Textbook Navigation
Time Management Assessments
Discussion Boards

10. STORMING Agenda Responsibility Deadline Deadlines Deliberate Routines
Multiple Expectation Perspectives
Cooperative Learning Groups
College Expectations
Parents are Teachers, BUT . . .

11. ‘NAKED’ NORMING Modeling Everything Building Trust & Community
Creating a Risk-Taking Environment
Knowing Learners, Strategies, & Competencies

12. The Practice Behind the Theory
The challenges are: Where do I find a ‘flipping partner’? What do we do during the ‘flipping classtime’? How do we shed the ‘sage on the stage’ persona?

13. PERFORMING Simulations / Problem-based Instruction
Pair-share / Think-Pair-Share
Technology Tutoring / Virtual Field Trips
Role-plays / Scenarios
Brainstorming / Discussion
Presentations with Audience Component
Notetaking / Peer Review

14. Performing cont. Direct Instruction with Mini-lessons Learning Cells
Modeling Sessions
Peer Teaching
Case Studies
Web Quests & Searches
Flexible and/or Fixed Group Work
Writes and ‘Last Rites’

15. The scary behind the practice
Authentic, research-based, lasting change is harder than we think
Instructors often make change harder when we “go it alone”
Faculty are reluctant to sacrifice our sacred beliefs and practices
Collaboration requires standing naked without judgment

16. WARNING: Flipping may be a selfish habit!
Self-responsibility
Self-confidence
Self-support
Self-evaluation
Self-satisfaction
Self-reliance
Self-motivation
Self-pacing / challenge
Self-correction
Self-identification

17. What shall I do this year?
What shall I become?
What shall I learn --- truly learn ---
and know that I have learned
by the time
I look at these pages next year?