A flipped class (view image) is one that inverts the typical cycle of content

acquisition and application so that

students gain necessary knowledge before class, and
instructors guide students to actively and interactively clarify and apply that
knowledge during class.
Like the best classes have always done, this approach supports instructors
playing their most important role of guiding their students to deeper thinking
and higher levels of application. A flipped class keeps student learning at the
center of teaching. Learn More
WHY ARE INSTRUCTORS FLIPPING THEIR CLASS?
Students learn more deeply.
As a result of students taking responsibility, interacting meaningfully and often
with their instructor and peers, and getting and giving frequent feedback, they
acquire a deeper understanding of the content and how to use it.
Students are more active participants in learning.
The student role shifts from passive recipient to active constructor of
knowledge, giving them opportunities to practice using the intellectual tools of
the discipline.
Interaction increases and students learn from one another.
Students work together applying course concepts with guidance from the
instructor. This increased interaction helps to create a learning community that
encourages them to build knowledge together inside and outside the
classroom.
Instructors and students get more feedback.
With more opportunities for students to apply their knowledge and therefore
demonstrate their ability to use it, gaps in their understanding become visible
to both themselves and the instructor.
References
HOW DO I FLIP MY CLASS?
This guide is designed to walk you through the steps of flipping a single class;
the process is scalable for flipping portions of each unit or an entire course.
One of the major factors in course redesign is the time it takes to do it well. We
recommend pilot testing the the flipped model with a single class before
engaging in a complete redesign
STEP 1: IDENTIFY WHERE THE FLIPPED CLASSROOM MODEL MAKES
THE MOST SENSE FOR YOUR COURSE
The following questions may help you identify a good place to start, whether
you have designed your course around learning outcomes or by units:
What classes do you currently have an in-class activity that you rarely have
time to complete during class and requires the students to apply their
knowledge and skills?
What concepts or topics do students struggle the most to understand based on
exam scores and/or assignment grades?
What topics would students benefit from the opportunity to apply the concepts
within the classroom where your expertise could guide their development?
Spend Class Time
INSTRUCTIONAL STRATEGIES

There are a wide variety of evidence-based instructional approaches that

create engaging class environments, here are a few approaches being used to
create collaboration and problem solving in small and large classes at UT:

Peer Instruction: Students prepare for class and give instructors feedback
about what they found confusing or difficult. During class, students experience
cycles of mini-lectures interspersed with peer discussion of conceptual
questions that work to elicit, confront, and resolve misconceptions students
may hold. For more information, visit the Peer Instruction Blog.

Team-based Learning (TBL): Students prepare before class and experience

readiness-assurance quiz over the content at the start of class (first as
individuals and then as a team). Teams get immediate feedback on their
performance while instructors address gaps in understanding via mini-lectures.
Next, teams engage in structured application activities that conclude with
teams simultaneously making a specific choice. For more information, watch
video about Team Based Learning (length: 12 minutes).

Case-based Learning: Students work together in small groups with guidance

from the instructor to analyze the problem and evaluate a given course of
action or decide on one of their own. For more information, visit Case-based
Teaching.

Process-oriented Guided Inquiry Learning: POGIL activities are designed

around the learning cycle where students explore data or information guided by
questions, generate conclusions based on the data, and apply these concepts
in new situations. The activites are structured to develop process skills, critical
thinking, problem solving and collaboration. For more information visit POGIL.
ASSESSMENT STRATEGIES
Assessment techniques can help inform and enhance learningwhen questions
that measure student understanding are embedded into in-class learning
activities:

Provides students with feedback about what they know and do not know.
Provides instructors with real-time data that informs instruction.
Encourages students to engage during class by holding them accountable for
their preparation.
LEVERAGING TECHNOLOGY FOR LEARNING
A Classroom Response System (CRS) allows instructors to ask questions to the
class, then immediately gather and display student responses. There are many

options on the market that offer a range of functionality depending upon what
you are wanting to achieve. iClicker is supported by UT and popular option
among our faculty. For information about how to get the most out of classroom
response system, watch How to Use Clickers Effectively (length: 12 minutes).

STEP 3: CLARIFY CONNECTIONS BETWEEN INSIDE AND OUTSIDE OF

CLASS LEARNING
The point of the Flipped Learning model is to move the application-oriented
"homework" into the classroom and to move the "lecture" to before class. Here
are a few questions to get you started in this process:
What do I want my students to know and be able to do as result of completing
this sequence of the course? How does it fit into the bigger picture of the unit
and course?
What part of the current "homework assignment" could be moved inside of
class to help students practice applying the content? or What in-class learning
activity is being rushed through because there is currently not enough time to
do it well?
What practice do students need inside of class to prepare them for the larger
assignment tht will be completed after-class? Will students make the
connection between what is happening inside of class and the assignment they
are working on after class?
What content do students need to know before class to successfully engage in
the learning activity during class?
The after-class portion may consist of a wide variety of activties including
completing the work started in class or reading deeper about the topic or
working together on a larger assignment that extends several class periods or
practicing on one's own. Keep in mind that the after-class portion from the last
class occurs at the same time as the before-class portion of the next class, so
helping students manage the workload is important.
STEP 4: ADAPT YOUR MATERIALS FOR STUDENTS TO ACQUIRE COURSE
CONTENT IN PREPARATION OF CLASS
The dynamic and active environment that is created within the flipped
classroom, means that it is essential for students to come prepared for class.
Once you have a clear idea for how students will be asked to apply their
knowledge and skills during class, then begin considering what students will
need to read or view in advance of class. While online video content is
associated with the Flipped classroom model, one can flip a class by
repurposing traditional materials. Some common ways students prepare for
class incude:
Reading materials (e.g., textbook chapters or relevant articles)
Online video and audio content (e.g., podcasts, videos, online micro-lectures,
simulations, or demonstrations)
Keep it simple at first by either relying on your current resources or using
existing online content rather than creating your own. If you have time, then
explore what content currently exists online that may help you supplement
your resources. Whatever path you take, make sure that you...
Hold students accountable for completing the pre-class assignment

Provide students a way to pose questions about the content they are learning
outside of class
STEP 5: EXTEND LEARNING BEYOND CLASS THROUGH INDIVIDUAL AND
COLLABORATIVE PRACTICE
How will the content and skills learned before and during this class prepare
students for extending their learning after class (e.g. finishing the problem set,
starting work on a project or a portion of an assignment, building upon what
was begun in class to delve deeper into the topic, practicing alone or
collaborating with peers, etc.)?
Students gain experience applying course content during class time, but they
may also need additional practice after class. Extending what happens inside
the class to outside the class is a crucial step for students to gain mastery and
meet the learning outcome. Some ideas for deepening student understanding
include:
Use discussion boards or academic social media to elaborate on ideas
developed inside class.
Present additional problems (on Canvas, course website, or from the
textbook) for students to gain further practice on their own outside of class.
Online assessment systems can be used to provide immediate feedback to
students.
Create assignments that require students to take the skills and knowledge
developed in class and apply it in a new way or to a new situation not covered
in class.
Assign additional readings that further expands upon the concepts
discussed in class.
Encouarage students to create informal learning groups.
Develop a peer-led undergraduate study [PLUS] where students come
together once a week to work additional problems that expand upon the
concepts being learned in class.