by Matthew Worwood

The Flipped Classroom is a blended-learning model where students access classroom content at home, and the activities or projects that are usually assigned for homework are completed in school with support from the instructor. I’ve found this strategy provides greater opportunity for one-and-one support and lengthier face-to-face discussions among students.

When the idea was first implemented at the University level it was closely associated with professors ‘recording’ lectures, and teachers recording video tutorials. This content would be accessed in a student’s own time with opportunities to revisit and review at their own pace.

I haven’t recorded any lectures, but do rely on some fantastic video tutorials from Abode when introducing students to the Creative Cloud. More importantly, YouTube is filled with a variety of exciting animations and videos that communicate subject content much more successfully then my own boring lecture.

Perhaps the most exciting aspect I’ve discovered about the Flipped Classroom model is the feeling of increased time to teach specific content. Prior to implementing this instructional approach in my Digital Foundations class at the University of Connecticut, I found myself constantly running short on time, but now I’ve taken all my classroom presentations, added some videos, and with open access to them outside of class, I know every student will receive the content (even on a snow day).

Below is a sample of a Flipped Lesson:

In addition, with the assessment built in to the Flipped Classroom I can identify students that might need some additional support or clarify specific items at the beginning of each lesson.

Below are some suggestions for implementing a Flipped Classroom model:

  1. Start by reviewing your curriculum. Clearly dentify the content that is usually covered in class and the projects that are mostly assigned as homework. Now flip it! The homework assignments make up the bulk of your lessons and content usually covered in class needs to be made available online and accessed outside of class.
  2. Focus on curating the learning as opposed to creating everything from new. For example, there are an abundance of videos on the Internet about Copyright, Fair Use, and Creative Commons – why remake my own?
  3. Try to select videos that do not exceed five-minutes in length and try and select a variety of styles.