1. Dr. Debra Ford Davidson County Community College
Designing Engaging Assignments for ACA 122 Students through the Use of Flipped Classroom Techniques
Dr. Debra Ford
Davidson County Community College

2. Introduction Is ACA 122 for individual research and reflection? No!
Flipped classroom techniques can engage students while exploring the six course competencies

3. Personality & Learning Preferences
True Colors® Assessment
Ice breaker
Applications for academics, career, and personal life
Used to form groups
Four basic colors are used to identify and categorize common preferences in people.
Research found that we tend to stick to the preferences outlined in one or two of the color descriptors.
Hence we say that we have a dominant color or colors, that may be influenced or shaded by others.
True Colors is a registered trademark of True Colors Intl.

4. Ice Breaker – f2f classes
Your goal is to come up with an interesting design on your peg board
Constraints: You have 10 minutes and 10 rubber bands (you don’t have to use all 10)
Assign a spokesperson to display and explain the design and design process to the class
A link to purchase peg boards: link

5. “GOLD” Students Characteristics of Golds:
“Your learning style is structured.”
Characteristics of Golds:
Organized, step-by-step instructions
Punctual, dependable
Perfectionistic, attention to detail
Gold (responsible) Students: These students function most comfortably in a well-structured classroom and with clear and detailed instructions; they value organization, orderliness, responsibility, following rules and regulations, tradition, and fairness.
GOLD Students Learn Best with:
Direct instruction with structured and clearly defined course content.
Introduce abstract ideas and concepts after the foundations are presented.
Provided with step-by-step instruction.
Share in the responsibilities and duties of the classroom. Praise their usefulness.
Connect learning to real world situations.
Understand their traditional values.
Start class on time
Post/hand out assignment by unit (or month)
Provide immediate feedback whenever possible
Be consistent - don’t change directions in mid stream
Be dependable, loyal
Respect their need for security
Information based on a 2006 presentation by J. Judy. Photo credit: Dr. Debra Ford / CC BY-NC-SA (At left: “UNC logo”. At right: “Caduceus”, symbol of medicine)

6. “BLUE” Students Characteristics of Blues: Enjoy group work
“Your learning style is interactive.”
Characteristics of Blues:
Enjoy group work
Authentic, unique, creative
Harmonious
Blue Students: Blue (warm) Students: These students enjoy interactive activities with peers and adults; situations in which they are able to use their verbal talents can also be a successful teaching tool; they value harmony, cooperation, teamwork, creativity, warm and genuine human contact, and individuality.
Provide an open, interactive atmosphere.
Praised for their uniqueness! Their sensitivity is understood.
Remove conflict and upsetting events as much as possible.
Allow social interactions.
Encourage their imaginative dramatic, and creative talents.
Provide group learning opportunities.
Create an effective classroom by
• creating a warm and personal environment
• interacting openly and honestly
• avoiding conflict and hostility
• showing your support, caring, and appreciation by offering a touch, a hug, or a hand-shake
• allowing them freedom to express feelings and time to heal emotional wounds
• praising heir imaginative and creative approach
• providing them with one-to-one feedback
Information based on a 2006 presentation by J. Judy. Photo credit: Dr. Debra Ford / CC BY-NC-SA (At left: “Unity”. At right: “Giraffe-dragon”)

7. Characteristics of Greens: Problem-solving, analytical
“GREEN” Students
“Your learning style is independent.”
Characteristics of Greens:
Problem-solving, analytical
Curious, independent, explore new ideas
Complex, futuristic
Green (curious) Students: These students enjoy solving problems independently and they respond well to time allotted for individual study at various learning centers throughout the classroom; they value autonomy, ingenuity, learning the “why” about everything, insight, and intelligence.
When immersed in a topic/subject through discovery and inquiry instructional methods
When allowed to explore uncharted concepts and ideas. Avoid repetition.
When they use their analytic talent.
When provide independent study opportunities.
When the instructor’s presentation is logical and theoretical. Greens have a need for depth.
Want your prior learning, competence in a subject and ideas rewarded.
Effective classroom is…
assigning projects which require analytical thinking and problem-solving
• discussing the “big picture” with them
• inspiring them with futuristic ideas and potentialities
• allowing them freedom to improve the system
• praising them inventiveness and ingenuity
• understanding their need to avoid redundancy and repetitive tasks
Information based on a 2006 presentation by J. Judy. Photo credit: Dr. Debra Ford / CC BY-NC-SA (“Target practice”)

8. “ORANGE” Students Characteristics of Oranges:
“Your learning style is competitive.”
Characteristics of Oranges:
Hands-on learners, energetic
Adventurous, spontaneous
Confident, competitive
Orange (adventurous) Students: These students learn through art activities, games, performing, and hands-on experiences; they value action, freedom, sensory stimulation, play, variety, skillfulness, and agility.
With “real world” hands-on experiences. Understand their futuristic perspective.
When learning is fun and exciting. With limited routine and structure.
Great at developing a product which demonstrates their knowledge and skills.
With independent study opportunities.
Want their energy and skill praised.
Thrive on learning experiences that are competitive and have immediate results
Effective classroom is…
assigning projects which are action-packed
• using their natural abilities as a negotiator
• allowing them freedom to do the job in their own style and in non-traditional ways
• keeping a good sense of humor and avoiding boredom
• praising their gifts of originality and flair
• allowing freedom of movement and understanding their preference for action over words
• Valuing their playfulness, generosity , and need for spontaneity
Provide active learning opportunities
Be spontaneous and fun using humor appropriately
Compete in a positive manner
Be adventuresome and optimistic
Be energetic and have students involved
Information based on a 2006 presentation by J. Judy. Photo credit: Dr. Debra Ford / CC BY-NC-SA (“Cowboy with a lasso”)

9. Ice Breaker – online classes
Forum Post: How can knowledge of your True Color be useful for you in college, your future career, and personal life?
Thoughtful reply to another student’s post is required
Photo credit: Ed Yourdon via Foter.com / CC BY-NC-SA

10. Career Exploration
Research using Occupational Outlook Handbook (web-version)
Work environment, education, outlook, etc.
Create presentation on findings
Interview
Upperclassman in your major, or
A professional in your
career
Photo credit: francisco_osorio via Foter.com / CC BY

11. College Exploration Research Assignment NC Institution Jeopardy Game
Brochures and info from universities
Students submit questions/answers
No online equivalent 
Photo credit: Shawn M. Smith via Foter.com / CC BY

12. College Exploration Alternative game: Kahoot Tutorial video
Photo credit: Kahoot via Kahoot.it © 2016

13. The CAA Case studies Solved in groups
Online students solve individually

14. Identify College Resources
Class-created Wiki
Students research services & contact info
Great for online courses
Photo credit: Dr. Debra Ford / CC BY-NC-SA

15. Identify College Policies
Topics: Avoiding plagiarism, calculating GPA, maintaining SAP
Students teach a topic through skits or poster campaign
Photo credit: Vancouver Film School via Flickr.com / CC BY

16. Identify College Policies (cont.)
Reward for the best poster or skit
Can be home-made cookies; small gift card
Online students make PowerPoint presentations
Photo credit: Dr. Debra Ford / CC BY-NC-SA

17. References
Judy, J. (2006). True Colors Part II Understanding yourself and others: Presented for new career and technical education professionals [PowerPoint slides] Retrieved from
Cross, J. (2014). Introduction to Kahoot for your classroom assessments. [Video] Retrieved from
I am happy to share additional information and ideas; just me at I look forward to hearing from you!