1. Flipping The Classroom: Turning An Instructional Methods Course Upside Down
The paper is more a project report rather than experiment.
More Technique available
Students are
Skills to learning, communicate and collaboration is more important than
Diane B. Marks, Appalachian State University, USA
Journal of College Teaching & Learning, Fourth Quarter 2015 Volume 12, Number 4

2. The role of teacher and students in traditional classroom
Compare to it
What’s your experience with the this kind of teaching.
We have canvas / moodle. Most materials are online. We have more and more in classroom discussion.
----my experience with Mary Lou

3. Benefits of flipped classroom?

4. Benefits of flipped classroom to students
Student control and think about their learning process
Setup learning goals
learn at their own pace
Immediate feedback from peers
Develop higher level thinking, communicate and collaborative skills

5. Benefits of flipped classroom to teachers
Meet the diverse need from individual students
Providing student face-to-face time with the teacher
Make purposeful student group by their progress in learning
Encourage peer tutor between
Making students come to the classroom with questions
Addressing absenteeism
Leveling the playing field

6. Disadvantages?

7. Disadvantages Increasing the digital divide Teacher overload
Student’s chance to access Internet and digital devices is not even
Teacher overload
Create and monitor online media
Managing multiple students working on multiple assignments within multiple standards

8. About the author
AP in elementary education at Appalachian state university.
12 years as elementary school teacher.
7 years as university-level teacher.
Teaches courses:
instruction and management course
Integration technology to the elementary classroom
Teaching and learning in digital age

9. Setups for typological analysis
Instruction and management course for teacher education
Small public university in NC
Students participate a 286-hour field placement in local elementary school
Classroom meeting: 2.5-hour per week

10. Setups for typological analysis
Students purposely regrouped each week and worked collaboratively at three half-hour stations
The instructor meet each group separately or talk to all groups to guide
Collect student feedback
Students take survey near mid-term and final and give feedback on experience
s between teacher and students about the methodology
No more details in type of data collected.
No statistic analysis

11. Make course website easy to use
Design an easily navigate course website
Eliminate long pages
Offer orientation book / video
Make guide book to external resources
Content put online initially should be clear and explicit
Make students focus on the next face-to-face session
Give students time to learn and be familiar the methods
Course assignments listed within the chapters

12. Make course assignments predictable
When thing are due
How to submit
Student examples of assignments

13. Use screencast for just-in-time teaching
Make small video to answer questions that many students asked
Voicethread (

14. Plan ahead to avoid working overload
Learn how to manage content on canvas
Take class to learn MOOC about flipped classroom and borrow their design idea and elements
Choose a few learn goals to flip, add more after one feels comfortable

15. Discussion: which learning goals in CS should be flipped first