Instructors can, instead, find other ways for students to get content that might typically be delivered in a lecture: readings can be used, as well as other content such as powerpoint presentations, podcasts, or videos or animations that others have recorded. It’s a common misconception that instructors can only flip if they pre-record their lectures, which admittedly can be a time-consuming process. Flipping without recording video lectures Or, consider recording lectures that cover content that’s likely to be reusable in future semesters, and plan on some in-class microlectures covering “hot-off-the-presses” topics, leaving plenty of time for active learning. Are there particular topics or concepts on which students routinely get stuck? Try designing in-class activities around these ideas or concepts. You might record only a subset of lecture materials, and reserve some of your class time for lecturing on advanced topics. Instead, be selective and strategic about what you record for students to watch in advance. Lecturing does not have to be completely eliminated from your class time. (See Michelle's presentation on this at the 2016 Showcase of Teaching Innovation and Reinvention (STIR) ) Selected-content flipping Answers were presented in class and students were asked to correct their own work and reflect on their understanding. During class students worked in groups to complete tasks where they were solving real analytical problems. UCB Chemistry instructor, Michelle Douskey, has done “Flipped Fridays”, where she recorded a short lecture video, which students watch to prepare for class. If a standard flip seems overwhelming, or not appropriate for your class, try flipping one lecture a week. (Digital copies available through the UC Berkeley Library includes adaptations for online courses) One-day-a-week flipping Collaborative learning techniques: A handbook for college faculty. Groups can be formed using bCourses Groups, Collaborations, or bCourses SuiteCįor additional collaborative learning ideas, see: Barkley, Elizabeth F., K. Offer class time for students to work collaboratively using shared documents, including bDrive (Google Drive) Docs, Sheets, Slides, Forms, and (link is external) Jamboard. Use polling to gauge student understanding of course topics and leverage poll results to spur discussion and/or individual and/or group problem-solvingĮxample polling tools supported at UC Berkeley are PollEverywhere, Top Hat, and Google Forms. They could also be technology-enhanced activities, such as: In-class activities could include in-class discussion, problem-solving, or group work exercises. Students are required to watch these lectures as homework and then spend class time doing problem-solving or other highly interactive, structured activities, usually in groups and with guidance from instructors and GSIs. Lectures are recorded (either as video or as narrated screencasts). Models of Flipped Classrooms Standard flipping Recent studies suggest that the benefits of flipped classrooms are due, in part, to the incorporation of in-class activities, collaboration, and active learning strategies that have been shown to enhance student learning (see, for example, DeLozier & Rhodes, 2017 Jensen et al., 2015 Means et al. Depending on the content, out-of-class materials can also be used in future semesters. Resiliency: since the lecture-style material is pre-recorded, in-classroom activities are flexible, and classes are less likely to fall behind if technology or life circumstances interfere with a synchronous course session. Student control over the pace of lectures: if providing video lectures, students can watch, rewind, and fast-forward as needed. More opportunities for students to interact with their instructor as well as peers. More opportunities for deliberate practice and increased support for students as they grapple with higher order disciplinary concepts and problems. More individualized help during class time, as an instructor can be “guide on the side”, rather than “sage on the stage.” There are a number of reported benefits to implementing flipped classrooms, including: In-class sessions typically entail collaborative coursework and use of active learning strategies, including case studies, problem sets, or structured discussion. In-class time is organized around student engagement, inquiry, and assessment, allowing students to grapple with, apply, and elaborate on course concepts. Flipping the classroom is a pedagogical approach where students first explore new course content outside of class by viewing a pre-recorded lecture video or digital module, or completing a reading or preparatory assignment.
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