Flipped Learning
Flipped Learning
- Watch: What is Flipped Learning? A Model for Higher Ed (5:39) and learn more about F.L.I.P.
- Apply Bloom’s revised taxonomy to flipped classrooms (as described in the video) to help facilitate flipped learning:
Before Sessions
- Remember
- Understand
- Apply
During Sessions
- Analyze
- Evaluate
- Create
Why Flip?
- Students learn more deeply
- Students are active participants in learning
- Student interaction and learning increases
- Instructors and student get immediate and focused feedback
Flipped Classrooms
- Watch Jon Bergmann discuss purpose and intention of flipped classrooms (5:48).
- Reflect: What is the best use of face-to-face class time?
Calculating Students’ Time To Complete Pre-Work
COCA Standard 6, Element 6.7, Self-Directed Learning states, “the curriculum includes…time for independent study to allow students to develop skills for lifelong learning” (p. 28). While flipped classrooms such as TBLs can facilitate self-directed and lifelong learning, providing time for independent study (i.e., study outside of class time) requires estimating students’ timespent on assigned pre-work for two major reasons: Student Learning (Klatt & Klatt, 2011) and Student Well-Being (Bartlett & Fowler, 2020).
In a study by Klatt and Klatt (2011), it was found medical students reported reading speeds of cognitively challenging material at a rate “no faster than 150 words per minute” (p. 1079) and only for an average of 6 hours per day to complete assigned reading only once. In addition, a meta-analysis by Brysbaert (2019) revealed reading speeds vary according to a host of variables that have not been well defined(Brysbaert, 2019).
Thus, calculating student time to complete pre-work is challenging, and methods vary for calculating students’ time to complete readings and assignments. This calculator has been implemented at other colleges of medicine with (anecdotal) success (as determined by faculty satisfaction with ease of use and trustworthiness):
Practice Tips
Student Engagement
Extend learning beyond class through individual and collaborative practice. Try:
- Practice questions (board-style and in-class style – meaning, focused on class content) TIP: Writing MCQs (no access to link)
- Concept maps (page not found) May promote meaningful learning, Can be used for feedback & assessment
Role of Instructor
Content Expert & Learner Empowerment – You develop materials, sessions, and assessments; AND/OR clarify connections; provide feedback, resources, & support for learning (for students & for colleagues!):
- Clarify connections between inside and outside of class learning (see above). Consider:
- What content do students need to know before class to successfully engage in the learning activity during class?**
- What part of the current pre-work assignment could be moved inside the class to help students practice applying the content?
- What practice do students need inside class to prepare them for the assessment?**
“What we choose to evaluate tells our participants about what we value” – Taruna Goel
Stay in the Know with Flipped Classroom Resources
- Flipped Learning, OU, CTLA
- ASCD Webinar on Flipped Learning: The Gateway to Student Engagement
- Further Reading and Research
References & Further Reading
- Bartlett, J., & Fowler, K. (2020). Beyond the curriculum: A cross-sectional study of medical student psychological distress, and health care needs, practices and barriers. Social Psychiatry and Psychiatric Epidemiology, 55, 1215-1221. https://doi.org/10.1007/s00127-019-01771-1
- Brysbaert, M. (2019). How many words do we read per minute? A review and meta-analysis of reading rate. Journal of Memory and Language, 109.
https://doi.org/10.1016/j.jml.2019.104047 - COCA 2023 COM Continuing Accreditation Standards
- IAMSE Manuals: Book Series - How to Guide Active Learning
- Klatt, E.C., & Klatt, C.A. (2011). How much is too much reading for medical students? Assigned reading and reading rates at one medical school. Academic Medicine, 86(9), 1079-1083. https://10.1097/ACM.0b013e31822579fc
- Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The Effectiveness of the Flipped Classroom on Students’ Learning Achievement and Learning Motivation: A Meta-Analysis. Educational Technology & Society, 23(1), 1–15. https://www.jstor.org/stable/26915403