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Flipping the Classroom:
More about how it works …
Bloom’s Taxonomy (Revised):
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Traditionally, many of us have
expected our students to do this:
Work outside of class later
Work in class
The flipped model does this instead:
Work in class later
Work online before class
Bloom’s Taxonomy (Revised Again):
Crea
tin
g
Eval
uatin
g
Analy
zing
App
lyin
g
Und
erst
andi
ng
Rem
embe
ring
We have expected our students to this:
Crea
tin
g
Eval
uatin
g
Analy
zing
App
lyin
g
Und
erst
andi
ng
Rem
embe
ring
Class work Homework
The flipped model does this instead:
Crea
tin
g
Eval
uatin
g
Analy
zing
App
lyin
g
Und
erst
andi
ng
Rem
embe
ring
Homework Class work
They are spheres, actually.
There are a lot of them.
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How It Works: Four Keys
Accessible online input prior to class:
#1
Accessible online input prior to class:
• Be sure the students know what to do!
#1
Accessible online input prior to class:
• Be sure the students know what to do!
• Break it down in manageable chunks.
#1
Accessible online input prior to class:
• Be sure the students know what to do!
• Break it down in manageable chunks.
• Make it entertaining and engaging.
#1
Accessible online input prior to class:
• Be sure the students know what to do!
• Break it down in manageable chunks.
• Make it entertaining and engaging.
• Provide opportunities for help and clarification.
#1
Assess understanding prior to class:
#2
Assess understanding prior to class:
• Online quizzes
#2
Assess understanding prior to class:
• Online quizzes
• Forums
#2
Assess understanding prior to class:
• Online quizzes
• Forums
• Upload or e-mail written work
#2
Provide incentives for doing the
online work before class:
#3
Provide incentives for doing the
online work before class:
• Weight it heavily in the course grade.
#3
Provide incentives for doing the
online work before class:
• Weight it heavily in the course grade.
(30% to 50%)
#3
Provide incentives for doing the
online work before class:
• Use quiz settings to maximize a sense of control and achievement.
#3
Provide incentives for doing the
online work before class:
• Use quiz settings to maximize a sense of control and achievement.
(Open for a finite time; score is the average of the attempts.)
#3
Provide incentives for doing the
online work before class:
• Be available to answer questions.
#3
Provide incentives for doing the
online work before class:
• Be available to answer questions.
(Check forums 2-3 times a day.)
#3
Provide incentives for doing the
online work before class:
• Be available to answer questions.
(Check forums 2-3 times a day.)
(Respond to student e-mail within 24 hours.)
#3
Spend class time on
higher level thinking skills: #4
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create
#4
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create
#4
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create in
• group discussion
#4
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create in
• group discussion
• RA activities
#4
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create in
• group discussion
• RA activities
• process writing
#4
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create in
• group discussion
• RA activities
• process writing
• games
#4
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create in
• group discussion
• RA activities
• process writing
• games
• role plays
#4
Spend class time on
higher level thinking skills:Apply, analyze, evaluate and create in
• group discussion
• RA activities
• process writing
• games
• role plays
• group projects
#4
