This document provides an overview of flipped learning. It begins by defining flipped learning as an approach where direct instruction moves from group to individual learning spaces, allowing group space to become more interactive. It discusses designing flipped lessons using backward design and a 7-step process. This includes determining learning objectives, designing individual and group activities, and post-group activities. Challenges of flipped learning are also addressed, such as students needing to adjust to new roles and time requirements. The document provides resources for designing effective flipped lessons and addresses potential issues that may arise.

1. FLIPPED LEARNING
Iris Thiele Isip Tan MD, MSc
Professor, UP College of Medicine
Chief, UP Medical Informatics Unit
Director, UP Manila Interactive Learning Center

2. PAIR-SHARE

3. What pedagogical problems do you
struggle with in the courses you teach?
What do you know so far about flipped
learning?
From what you know of flipped learning,
which of your pedagogical problems can it
solve?

5. Apr 2017

6. INDIVIDUAL SPACE
Students work mainly
by themselves
Talbert R. Flipped Learning: A Guide for Higher Education Faculty, 2017

7. GROUP SPACE
Talbert R. Flipped Learning: A Guide for Higher Education Faculty, 2017

8. Texas Learning Sciences
https://vimeo.com/70893101

9. PAIR-SHARE

11. What do you ask students to do in
their individual spaces and in the
group space WITH you?
Do you follow the traditional model?

12. ACCESS TO SUPPORT

13. DEEPER LEARNING

14. SELF-REGULATED
LEARNING

15. Texas Learning Sciences
https://vimeo.com/70893101

16. FLIPPED LEARNING
Flipped Learning Network, 2014
Pedagogical approach in which direct instruction
moves from the group learning space to the
individual learning space and the resulting group
space is transformed into a dynamic, interactive
learning environment where the educator guides
students as they apply concepts and engage
creatively in the subject matter.

18. ACCESS TO SUPPORT

19. DEEPER LEARNING

20. SELF-REGULATED
LEARNING

21. FLIPPED LEARNING
Flipped Learning Network, 2014
F is for FLEXIBLE
Allow learners to learn in different
ways and at different speeds

22. FLIPPED LEARNING
Flipped Learning Network, 2014
L is for LEARNING CULTURE
Students use precious group space on
high-impact meaningful activities that
place their work at center of attention

23. FLIPPED LEARNING
Flipped Learning Network, 2014
I is for INTENTIONAL CONTENT
Materials have EXPLICIT connections to
learning targets that are clearly stated

24. FLIPPED LEARNING
Flipped Learning Network, 2014
P is for PROFESSIONAL EDUCATOR
Teachers take time to evaluate their
performance and are connected
to an active community practice

26. https://youtu.be/1tBhm8uBkhM
GeoScience Videos, 2015

27. DIRECT INSTRUCTION

29. PAIR-SHARE

30. If you were to flip your lesson, what would you
ask students to do in their individual and group
spaces?
Where would you put direct instruction and active
learning?

31. https://youtu.be/BfsLbGgUMDU
The Flipped Class: Rethinking Space & Time, 2014

32. INDIVIDUAL
space
GROUP space
GROUP space
INDIVIDUAL
space

33. https://youtu.be/-hwu3xqbMKw
Simplifying Flipped Learning, 2016

34. BACKWARD DESIGN

35. Plan learning
experiences and
instruction.
Identify the desired
results of the course.
Determine acceptable
evidence that learning or
mastery has taken place.
BACKWARD DESIGN
Talbert R. Flipped Learning: A Guide for Higher Education Faculty, 2017

36. SEVEN STEP PROCESS IN
DESIGNING FLIPPED LEARNING
• List learning objectives for your lesson.
• Arrange objectives in order of cognitive complexity.
• Create a rough design of the group space activity.
• Split the learning objectives into basic and
advanced.
• Finish the design of the group space activity.
• Design the individual space activity.
• Design the post-group space activity.
Talbert R. Flipped Learning: A Guide for Higher Education Faculty, 2017

37. LEARNING OBJECTIVES

38. LEARNING OBJECTIVES = CHECKLIST
Unambiguous
Action oriented
Comprehensive
Minimal

39. • Outline a sequence of historical events
that led the US to enter WW 1.
• Categorize some commonly given reasons
for the US entry into WW 1 as political,
social and economic and explain your
reasoning.
• Create a plausible “alternate history” of
the US in which one of the events leading
to the US entry into WW 1 didn’t happen.
Understand the causes of the US entry into
World War 1.

40. INDIVIDUAL ACTIVITY - Steps 1 & 2
1. Make a comprehensive list of learning
objectives for your lesson.
2. Arrange the learning objectives according to
order of cognitive complexity.

41. https://youtu.be/-fFYyTwCo9c
Designing a Flipped Class Lesson, Jon Bergmann (2016)

42. INDIVIDUAL ACTIVITY - Steps 3 & 4
1. Create a rough design of the group space
activity.
2. Split the learning objectives into basic and
advanced objectives.

43. https://youtu.be/K2ZiDzp0w84
Flipping the Classroom - No Computers or Internet
Required - Dr. Lodge McCammon, 2013

44. — Robert Talbert, Flipped Learning
You will very likely not have enough time to
address every single one of your objectives in
class… you will need to make a preliminary
choice of which objectives you are not going to
cover explicitly in class.
”
“

45. • State the quadratic formula
• Use the quadratic formula to find the
roots of a second-degree polynomial
• State the conditions under which a
second-degree polynomial will have two
real roots, one repeated root or two
complex roots
• Apply the quadratic formula to solve a
real-world problem
An example from Algebra …
Most complex
task before class
Least complex
task during class

46. SHOW & TELL
Steps 1-4

47. — Robert Talbert, Flipped Learning
What am I supposed to do with all the class
time that is freed up by moving lectures out of
the class space? … Do whatever it is you have
always wanted to do, but didn’t have the time.
”
“

48. https://www.tes.com/lessons/-z2k2IwDYgOjww/copy-of-flipping-esol-lessons
What to do in the opening minutes?

49. https://youtu.be/Vc_3SIO7Kv8
Flipped/Flexible College Classroom - Dr. Lodge McCammon, 2013

50. https://youtu.be/-hwu3xqbMKw
Simplifying Flipped Learning, 2016

52. INDIVIDUAL ACTIVITY - Step 5
Finish designing the group space activity.

53. Minimal
Engaging
Simple
Productive
Failure-tolerant

54. • OVERVIEW. A way of introducing the
material and its connection to past content.
• LEARNING OBJECTIVES. Basic &
advanced.
• RESOURCES FOR LEARNING. What would
be helpful for the tasks.
• EXERCISES. Allow students to practice.
• INSTRUCTIONS FOR SUBMITTING WORK.
GUIDED PRACTICE

55. BASIC OBJECTIVES
Each student will be
responsible for learning &
demonstrating proficiency in
these objectives PRIOR to
the class meeting
Talbert R. Flipped Learning: A Guide for Higher Education Faculty, 2017

56. Talbert R. Flipped Learning: A Guide for Higher Education Faculty, 2017
ADVANCED OBJECTIVES
Mastered during and following the class
session through active work and practice

57. https://youtu.be/kvBcEbM138M
http://lodgemccammon.com/education/1-take/

58. A. a recorded classroom lecture
B. an instructor’s talking head
C. a Khan-style digital tablet drawing
D. a PowerPoint slideshow

60. https://youtu.be/EDw62xlpv7o
4 Reasons: Why are video lectures are shorter than live
lectures? - Dr. Lodge McCammon, 2016

64. https://youtu.be/GuA8fPCHu9c
Why This Method? Flipped Classroom Training Program, 2013

65. INDIVIDUAL ACTIVITY - Step 6
Design the individual space activity.

67. Reflect back on
work, motivation,
affect and behavior
Plan activities in
between group
space activities
Summative writing
assignments
POST-GROUP SPACE ACTIVITIES

68. INDIVIDUAL ACTIVITY - Step 7
Design the post-class activity.

69. SHOW & TELL
Steps 5-7

70. Flipped Classroom: Gestational Diabetes
Pre-meeting
preparation
Watch video
Read book
View slides
During Class
Individual
quiz
Team quiz
n=160
12 groups
Teacher
discussion
15 min
15 min
30 min
Converted slides to 3
short teaching videos
2013
2016

73. http://tulane.edu/news/newwave/040510_debakey.cfm
Team-based Learning

74. 10 minutes
Divide into groups of 8.
Set up MyFitnessPal for yourself.
Individually enter your food intake yesterday.
15 minutes
Discuss with your group mates.
What did you realise about your diet?
Would you use this app? Why or why not?
Would you recommend this app?
15 minutes
Plenary

75. You’ll play the role of an Epidemic Intelligence Service agent. Find clues about
outbreaks and make tough decisions about what to do next: Do you quarantine
the village? Talk to people who are sick? Ask for more lab results?
With fictional outbreaks based on real-life cases, you’ll have to puzzle through
the evidence to earn points for each clue. The better your answers, the higher
your score – and the more quickly you’ll save lives. You’ll start out as a Trainee
and will earn badges by solving cases. Once you earn the top rank: Disease
Detective, unlock level two to try your hand at more challenging scenarios and
earn new honors.
New outbreaks happen every day and
CDC’s disease detectives are on the front
lines, working 24/7 to save lives and
protect people. When a new outbreak
happens, disease detectives are sent in to
figure out how outbreaks are started,
before they can spread. In this free tablet
app, you get to Solve the Outbreak.
https://www.cdc.gov/mobile/applications/sto/

76. Fun, Interactive Peek into the World of Epidemiology
Whether you're a teen considering a career in the sciences, a teacher
looking for a great new way to show epidemiology at work, or a germ
nerd of any age, Solve the Outbreak is a fascinating peek into the work
that real-life Disease Detectives do every day to keep us safe.
https://www.cdc.gov/mobile/applications/sto/

77. Can you infect the world? Plague
Inc. is a unique mix of high
strategy and terrifyingly realistic
simulation.
Your pathogen has just infected
'Patient Zero'. Now you must
bring about the end of human
history by evolving a deadly,
global Plague whilst adapting
against everything humanity can
do to defend itself.
http://www.ndemiccreations.com/en/22-plague-inc

78. If you make it lethal too quickly
your sickness will kill the people
who already have it and won't
spread.
You can't upgrade too slow as the
world will create a cure.
Your main goal is to kill everyone in
the earth or as much as you can.
http://www.ndemiccreations.com/en/22-plague-inc

79. Choose Your Own Adventure
Series of children's gamebooks
Each story is written from a second-
person point of view,
Reader assumes the role of the
protagonist; makes choices that
determine the main character's
actions and the plot's outcome.
Sold 250 million copies 1979-1998
https://en.wikipedia.org/wiki/Choose_Your_Own_Adventure

80. Choose Your Own Adventure
Scenario 1
Scenario 2
Scenario 1aA
Link to
reading material
B
Scenario 1b
CorrectC
WrongD
LESSON tool
in Moodle

81. Ruben R. Puentedura from slideset SAMR: An
Applied Introduction www.hippasus.com/rrpweblog/

85. — Robert Talbert, Flipped Learning
The problem with a partially flipped design is
that students are made to jump back and forth
between the preconceived roles in the course
and the new roles defined by flipped learning.
”
“

86. EFFECTIVE ONLINE GROUP SPACE
Team-based chat tools ex. Slack
Traditional classroom
Synchronous distributed course
Web-enhanced courses
Blended/hybrid classroom courses
Blended/hybrid online courses
Online courses

87. • You’re NOT teaching the class.
• I’m having to teach MYSELF the subject.
• I learn best when I am lectured to.
• It takes too much time outside of class.
• I don’t have a way to ask questions
BEFORE class.
WHAT CAN GO WRONG?

88. Rethinking the Flipped Classroom Pitch - Dr. Lodge McCammon, 2014
https://youtu.be/s0ECkz8z2pU