Flipped Classroom

Flipped Classroom

In a traditional classroom model, the instructor provides some foundational information about a concept and then asks students to interact with those concepts independently through homework or online activities, and feedback is often more summative. In the flipped classroom model, the instructor first asks students to do homework by reading or viewing textbook chapters, journal articles, or even viewing recorded lectures or PowerPoint presentations. Then students come to class and are asked to participate in small group discussions or activities in which they apply their understanding of the material.  The instructor is then able to observe, ask questions, and redirect student learning in a more formative way.

ASU Sync/In-Person (and Hybrid)

For this instruction mode, instructors could require students to engage with the learning materials (homework) by Sunday. Then, one possible schedule would be to have small group interactions on Mondays and Wednesdays with the in-person and remote students engaging with each other through Zoom breakout rooms. Fridays could involve a whole class discussion via Zoom to identify gaps in learning. The key idea is to have students working with the learning materials before they would apply that knowledge during class.


ASU Sync Only

Because instructors will have a limited amount of time with their students via synchronous Zoom meetings, this time might best be used to observe where student learning gaps or misconceptions might exist. Consider doing the following to build a flipped classroom:

  • Require that all learning materials are read/viewed before class sessions.

  • If there are certain concepts you typically deliver through a lecture style, consider pre-recording this as a video and assigning it for students to watch as part of their learning materials.

  • Ask students to come to class with a summary of their readings/viewings, how they learned a particular concept, or with a question they have to share with the class (which may or may not be shared).

  • Randomly select 2-3 students to share their summaries.

  • Build your in-class learning activities around concepts they would have just worked on through those readings/homework.

  • As you observe students, choose 2-3 weak points for further discussion/clarification with the class. Develop the next learning activity around those weak points or add some additional homework or learning materials to better scaffold understanding in those areas.

Review the Berkeley Center for Teaching and Learning for Flipping Your Remote Classroom.

 

Learning Strategies: