Flipping a classroom is a type of blended learning that allows instructors more time to interact with their students by placing traditional classroom activity, such as lectures, outside of class time. Watching lectures in class leaves class time for hands-on activities, small group work, and one-on-one interactions between professor and student. Flipping can be done through LMS forums, Khan Academy, lecture capture software, VoiceThread, etc. This presentation will discuss benefits of the flipped classroom model, provide ideas and best practices for successful classroom flipping, and give participants an opportunity to start planning how to flip their own classes.

1. How Flipping Your Classroom Can
Improve Instruction
Elizabeth Nesius
Hudson County Community College

2. What is flipping a class?
 ―Flipping‖ a class is a type of blended
learning designed to give instructors
more one-on-one time with their
students.
 Flipped classes move activities
normally done in class (lecture,
textbook activities) and assign them
as homework.
 Class time is then spent on active
learning activities.

3. Why I tried flipping
 I teach Developmental English at a
community college.
 High attrition rate
 High failure rate
 Looking to engage students
 Improve student learning
 Improve student learning rate
 Create ―more‖ class time to
accomplish what we need to do

4. What I flip
 Lectures
 Make own videos
 Find videos online
 Class discussion
 Recorded classes
 (Some) tests
 Peer review of essays
 Questions about content

5. So what do we do in class?
 Group work
 Small group discussion
 Group essay writing
 Revision of work
 Answer questions
 What do you wonder?
 What are you unsure of after trying…?
 Practice applying concepts

6. Benefits
 Students have more flexibility to learn
at their own pace.
 Videos—students can watch at own
pace, stop and rewind, use CC
 MUCH more engaged in class
 Closer bond with each other and me
 Formative assessment
 Deeper learning

7. Challenges
 Takes a lot of time, especially at the
beginning (like moving a f2f class OL)
 Requires (or seems to) more time of
students outside of class
 What if they don’t do their
homework?
 Doesn’t it reinforce ―lecturing‖?
 Technology access limitations of
students

8. Choosing what to flip
 Start small.
 Start where you feel comfortable.
 If you already record lectures, make them
available online.
 Give an assessment of understanding
before discussing topic in class.
 In addition to having students answer
questions on their reading, have them ask
questions.
 Have students write summaries or
reactions to readings and assignments.

9. Steps to get started
 You don’t have to flip everything!
 Decide what you want to accomplish
 Take a look at your syllabus and
assignments – decide what would
work outside the classroom
 Choose one area to flip to get started
 Have your students help find
materials (e.g. videos, websites)
 Find a mentor

10. Methods of Flipped Delivery
 LMS
 Blackboard
 Moodle
 Edmodo
 Class Wiki
 Google Apps
 Ning (or Grou.ps)
 The key is to have a place for 2-way
interaction online.

11. Resources
 Julie Schell:
http://scholar.harvard.edu/julieschell
 Screen/Lecture Capture
 Jing
 CamStudio
 Screenflow
 Videos
 YouTube EDU
 TedEd
 Sophia.org
 Merlot.org

12. Questions?

13. Thank you!
Elizabeth Nesius
Hudson County Community College
enesius@hccc.edu
This presentation can be found at
http://www.slideshare.net/enesius