Flip a lecture or part of a lecture by moving direct instruction of core knowledge away from the face-to-face time and deliver the material online in order to use the face-to-face teaching time to check understanding, increase interaction and concentrate on concept engagement. (Hamdan et al. 2013).
Finding the flippable moment
Sounds good, but how do you decide which lecture to flip? Honeycutt (2013) provides some advice on how to find those flippable moments.
Identify areas of confusion.
Identify the critical knowledge that students need to master.
Identify where you need to move students beyond recall of facts and encourage them to critically engage with the subject.
Identify where students get bored and flip that session to use the class time to engage students in a discussion or activity on that content.
You might find it useful to review Honeycutt’s (2013) blog post for Faculty Focus on how to find those flippable moments.
Preparation is key to a successful flipped lecture. Development of the online material takes time and don’t overlook how you are going to structure your in-class activities. Bruff (2012) highlights it is the face-to-face elements that makes a flipped learning model work. See the table below for some suggestions on how to structure a flipped learning approach.
Preparation materials and activities | In-class activities | Review materials and activities |
|---|
- Lecturer redesigns lecture as short, discreet topics of study.
- Lecturer records short lectures using Kaltura Capture and makes available to students via Moodle.
- Lecturer provides pre-reading using Reading Lists Online.
- Lecturer provides students opportunities to consolidate their knowledge using Quiz, H5P or Forum.
- Consider using Restrict access settings to release content on completion of certain activities or on receiving a certain grade.
- Consider using Activity Completion which staff and students can use to track progress. Activities might be shown to be 'completed' automatically e.g. when a quiz is submitted, or manually marked as completed by the Student. Activity Completion can be used in combination with Restrict Access.
- Review Logs including Activity completion to get an overview of student participation ahead of the face-to-face session.
| - Lecturer can review results of Quiz or Forum to inform in-class discussion.
- Students get an opportunity to engage in structured discussions and get feedback from their peers and the lecturer.
- For ideas on how to structure discussions with large groups of students see the LEaD website
- Introduce next online resources and activities.
| - Lecture produces a summary of key learning points that are placed on a Forum for students to review.
- Lecturer sets up a One Minute Paper using Feedback activity to get feedback on students learning in the session.
- Student undertakes reading and activities to extend on learning.
|
Technology skills required |
|---|
Familiarity with, or time available to learn how to develop effective multimedia resources. |
Familiarity with, or time available to learn how to develop effective quizzes online. |
Confident in uploading files in Moodle. |
Familiarity with, or time available to learn how to design your Moodle module to provide an effective learning experience for the students by providing structure and navigation through the module. |
Familiarity with, or time available to learn how to use Restrict access settings. |
Familiarity with, or time available to learn how to set up and moderate Forums. |
Familiarity with, or time available to learn how to use Logs to monitor participation and take action on lack of participation. |
Prepare your students
The flipped model requires students to take more responsibility for their learning and we recommend explaining to your students why you have adopted this approach to a lecture and the learning benefits for them. Explain how you expect them to engage with the online and the in-class activities. Be clear with your students on how much time you expect them to spend on online activities.
Find out more
Gill Harrison and Allison Harris from City presented at the 2014 Learning at City Conference about their experience of the flipped classroom.
A medium-impact approach is where an online activity replaces an existing face-to-face activity. For this reason medium-impact approaches will normally involve some consideration of what activities work most effectively in a face-to-face environment and what activities are more suited to online delivery. For medium and high - impact approaches the online elements must be integral to the module.