Overview

What is the Flipped Classroom?

The flipped classroom refers to a model of learning that rearranges how time is spent both in and out of class to shift the ownership of learning from the educators to the students. In the flipped classroom model, valuable class time is devoted
to more active, project-based learning where students work together to solve local or global challenges —or other real-world applications — to gain a deeper understanding of the subject. Rather than the teacher using class time to dispense information, that work is done by each student after class, and could take the form of watching video lectures, listening to podcasts, perusing enhanced e-book content, and collaborating with peers in online communities. (NMC Horizon Report 2014)
  • The flipped classroom is an approach to teaching that focuses on students working with the content before attending the face-to-face classroom
  • Pre-class activities can include videos, targeted readings and online components
  • The face-to-face classroom includes an emphasis on engagement, peer interaction and active learning
  • The flipped classroom is not a new approach to classroom teaching and has roots in Team-based, Problem-based learning and Peer Instruction. The flipped classroom is also referred to as a Inverted learning

 


Dr. Julie Schell is the Director of OnRamps and Strategic Initiatives at the Center for Teaching and Learning at The University of Texas at Austin, presents an overview of the flipped classroom in 60 sec.

Key Resources

Flipped-classrooms 101 an introduction to the flipped classroom (Pearson)

Julie Schell’s brief definition of the flipped classroom. This clear introduction provides a good starting point when considering the What, When and How of the flipped classroom.

7 Things You Should Know About Flipped Classrooms – EDUCAUSE.

EDUCAUSE resource goes through 7- key features of the Flipped Classroom. Includes examples and links to Flipped Classroom Resources in higher education.

Understanding the Flipped Classroom, Faculty Focus

An overview of the history of flipped and inverted classroom approaches. This article includes a good basic overview of the flipped classroom in teaching and learning.

 

Examples at UBC

Statistics 302: Introduction to probability

Eugenia Yu, a Statistics instructor at UBC, uses a modified flipped classroom in STAT 302 (Introduction to Probability) class intended for Statistics majors and students who seek exposure to basic probability concepts and applications. Students watch pre-class video to prepare for the class and spend the classroom time participating in group discussions and activities focused on common misconceptions in the course.

Applied Science 160

 Paul Carter a Computer Science instructor at UBC, uses a flipped classroom approach in APSC  160, an introductory software development course. Before attending the face-t0-face class students complete interactive Storyline tutorials that introduce them to basic course concepts. During the face-to-face class students initially complete clicker questions that assess their understanding of concepts studies and then participate in small group activities that focus on problem solving.

Political Science 369T, Nuclear Weapons and Arms Control verification

Alan Sens  a Political Science  instructor is co-teaching an interdisciplinary, shared enrolment course on Nuclear Weapons and Arms Control verification with Matt Yedlin (electrical and Computer Engineering). They are using flipped techniques in the form of instructional video in order to facilitate activities and group work during class time. The course also features a cooperative relationship with the Geneva-based Comprehensive Test-Ban Treaty Organization (CTBTO) Preparatory Commission.