Flipped+Classroom+Workshop

**This page reflects the contributions of the presenters and the participants of the Flipped Classroom Workshop session.**

[|Pre-workshop Materials]


 * AGENDA:**
 * Welcome! **
 * Considering the Flip **
 * - Addressing instructional problems **
 * - Creating more meaningful learning opportunities **
 * Describing the Flip **
 * - Common Characteristics **
 * - Evaluate Existing Content **
 * Modeling the Flip **
 * - Faculty Example (Major) – Entire course design is flipped **
 * - Faculty Example (Minor) – One module of instruction is flipped **
 * Prepping Your Students for the Flip **
 * - [|Providing Instructions] 1 **
 * -[[file:flipping_physics_initial_handout.doc| Providing Instructions 2]] **
 * - Setting Expectations **
 * Challenge of Group Work **
 * Building the Flip **
 * - Software to record content **
 * - Software to create interactions with content **
 * - Online resources **
 * Your Turn – **
 * - Brainstorm In-Class Activities **
 * - Brainstorm – Assessment Options **
 * Hands-on Work Session **
 * - Your content **
 * - Q&A **


 * Considering the Flip**



//Creating More Meaningful Learning Opportunities// Using taxonomies to increase power of instruction - D.L. Fink and Bloom's Polling Slides -

Video //Common Characteristics (from the Flipped Classroom Field Guide)// // Evaluate Existing Content// What content MUST be shared in the face-to-face classroom experience? What content may be shared OUTSIDE of class as an introduction, preparation or review content?
 * Describing the Flip**
 * 1) The in-class activities involve a significant amount of quizzing, problem solving and other active learning activities, forcing students to retrieve, apply, and/or extend the material learned outside of class. These activities should explicitly use, but not merely repeat, the material in the out-of- class work.
 * 2) Students are provided with real-time feedback.
 * 3) Completion of work outside class and participation in the in-class activities are worth a small but significant amount of student grades.
 * 4) There are clear expectations for students to complete out-of-class work and attend in-person meetings.The in-class learning environments are highly structured and well-planned.

[|Examples from Higher Ed Faculty]
 * Modeling the Flip**

1. Provide students with instructions and technology requirements they must address in order to participate in flipped experience. 2. Demo any interactive media students will be using online prior to their first experience with that media. This includes navigating your Canvas course site! 3. Let students know that THEY are responsible for the preparatory work and that they will not be able to participate fully in the in-class activities without having competed that work. 4. Let students know that, by viewing some traditional lecture materials OUTSIDE of class, you will be more available to them IN-CLASS to answer questions and review important concepts.
 * Prepping Your Students for the Flip **

While group work is not a required component of a flipped experience, many faculty members prefer to have in-class work conducted in small groups. Faculty report challenges with equity in grading, inequity in group preparation and participation and student attitudes towards group work. //Here are some resources related to group work.// For faculty: Strategies for Creating, Implementing and Assessing Group Work For students: Group Work Survival Guide
 * Challenges with Groups**

//Software to Record Content// - Mediasite Desktop Recorder - [|Screencast-o-matic] - Jing! - Audacity
 * Building the Flip**

//Software to Create Interactions with Content// - Canvas - Discussion Boards, Groups, Quizzes - [|Articulate] - PowerPoint-style narrated slides with non-graded interactive questions; software-based in CL232 or e-learning - [|SoftChalk] - PowerPoint-style narrated slides with non-graded or graded interactive questions; cloud-based "free to HCC" license

//Online Resources// - Atomic Learning - online repository of instructional titles (HCC login required) - Curated List of Multiple Resources here


 * Your Turn - Identify a Lesson **


 * 1) Review handout "The Four Pillars of Flip"
 * 2) Consider a current lesson or module of instruction that may benefit from a flipped approach.
 * 3) Identify what types of interactions you would like students to have with the content and **you**, i.e. demonstrations, case studies, discussions, quizzes, presentations
 * 4) Identify what elements of that lesson could be provided to students outside of the classroom


 * Share Your Idea/Concerns with Others**


 * Your Turn - Identify a Method**


 * 1) What ways would you like to share content with students outside of the face-to-face environment?
 * 2) What activities would you like to do IN the classroom?


 * Q/A and Resources**


 * [|SlideShare Presentation on Flipping]-** Support from Literature, Strategies, Practical Information