1. The Flipped Classroom Deborah C. Stearns, Ph.D. The Flipped Classroom Faculty Showcase Montgomery College, Rockville Campus Dec. 11, 2015

2. “[T]here is no single way to flip your classroom - - there is no such thing as the flipped classroom. There is no specific methodology to be replicated, no checklist to follow that leads to guaranteed results. Flipping the classroom is more about a mindset: redirecting attention away from the teacher and putting attention on the learner and the learning. Every teacher who has chosen to flip does so differently." (Bergmann & Sams, 2012, p. 11)

3. What is the Flipped Classroom? Not a specific format, but rather, flipped mindset Flipping from teacher-centered to learner- centered The flipped classroom supports student learning through effective and efficient use of available resources

4. Why Flip? Effective use of resources to support student learning More differentiated and inclusive instruction More time for active learning activities and higher-order thinking Increased student-teacher and student-student interaction

5. How to Flip Flipped classroom approach + backwards course design ▫Design learning activities to align with learning objectives and assessment ▫Consider most effective use of class time ▫Determine necessary student preparation for class activities ▫Identify relevant learning resources

6. via https://uminntilt.wordpress.com/2013/07/16/sticky-learning-and-teaching-planning-with-success-in-mind/

7. How to Flip Step 1: Identify key learning objectives. What do you want your students to learn? --In this class --In this module -- In this topic

8. How to Flip Step 2: Identify activities that would best facilitate student learning. What could your students do that would help them achieve the learning objectives? Formative assessment Writing Worksheets Demonstration Experiment/lab Mini-lectureProject workStudent presentations Q&A Small-group work Full-class discussion Case studies Real-world problemsVideoReading Service learning

9. How to Flip Step 3: Determine which activities are best completed in class and which can be completed by students on their own outside of class. What is the best use of the time when you and the students are together in the classroom? -- instructor support -- student collaboration -- special equipment

10. How to Flip Step 4: Determine what preparation students need to complete in-class activities. What would students need to do to be prepared for the learning activities they will do in class? -- reading -- watching videos -- doing other activities

11. How to Flip Step 5: Identify resources that are available to facilitate learning. What is available to help the students learn? -- content sources (readings, videos) -- equipment (clickers, mobile phones) -- computer programs/resources (CMS) -- formative assessments (quizzes, writing) -- projects/assignments (papers, presentations) -- community educational resources (museums, nonprofits) -- colleagues/experts (librarians, support staff)

12. Additional considerations You can flip gradually or partially. Make students accountable for preparatory work. Be mindful of potential resistance. Think creatively about resources and learning activities.

13. The Flipped Classroom Flipped Learning Network: http://flippedlearning.org/ http://flippedlearning.org/ Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013). A review of flipped learning. Retrieved from http://www.flippedlearning.o rg/research http://www.flippedlearning.o rg/research Yarbro, J., Arfstrom, K. M., McKnight, K., & McKnight, P. (2014). Extension of a review of flipped learning. Retrieved from http://www.flippedlearning.o rg/research http://www.flippedlearning.o rg/research

14. Course Design

15. The Science of Teaching and Learning