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"It's not just another buzzword," said ASSETTÌýTeaching with Technology Consultant JacieÌýMoriyama.Ìý She and ASSETT's other Teaching with Technology Consultants Amanda McAndrew and Nigora Azimova introduced and led three full day workshops aboutÌýflipped learning classrooms this spring.ÌýÌý More than 20 CU Boulder instructors attendedÌýtoÌýlearn about pedagogy in which students watch recorded lectures for homework and then spend class time collaborating with one another in critical thinking activities. ÌýThe instructors who attended represented a variety of departments, including Psychology, Neuroscience, foreign language, Theater and Dance,Ìýand more.

Moriyama explained to the participants that the flipped classroom method has been used for a long time without necessarily the 'flipped' name. ÌýThe Teaching and Learning Consultants said that in a flipped classroom, there is potential for more personalized learningÌýand forÌýincreased interaction. ÌýMoriyama cited various studies that have found success with increased active learning in the classroom, including drops in failuresÌýrates with increased attendance, student retention, Grade Point Averages, and graduation rates.

Addressing Instructors' and Â鶹ÒùÔº' Apprehensions with Flipped Classroom Pedagogy

Instructors who attended the workshopÌýasked about how to apply flipped learning pedagogy to large classes, especially those with stadium style seating. ÌýTeaching and Learning Consultants suggested asking students to swivel in their seats to talk to their peersÌýand also givingÌýbigger roles toÌýTAs to help guide small group activities. ÌýInstructors also expressed concern with managing class time while conducting whole group discussion in classes ofÌýmore than 60 students. ÌýMcAndrew suggested utilizing technology to help--small groups of students could each submit their solution to aÌýproblem online to a free group discussion website like . ÌýThat way, student groups would still be heldÌýaccountable for their work, but whole class discussion wouldn't take up too much class time. ÌýMoriyamaÌýexplained that when implementing this new pedagogy, professors should consider making a schedule for in-class time to stay on task.

Additionally, instructors who attendedÌýthe workshop pointed out the newÌýchallenges that the flipped classroom pedagogyÌýwould present--asking students to learn how to use even more technology, even thoughÌýstudents haveÌýalready demonstrated apprehension with learning to use new technology for class. ÌýOne professor suggested spending class time at the beginning of the year makingÌýsure students know how to use any technology needed for class. ÌýShe suggested streamlining D2L course pages: "The fewer clicks, the better," she said.

Another instructor mentioned that she is hesitant to incorporate a flipped classroom when she already encounters difficulty in motivating her students to do homework needed to participate effectively in class. ÌýSheÌýsaid that she has found that manyÌýstudents expect herÌýto teach the material that they should have spent time learning before class. ÌýThe instructor wondered how she could plan a class based on students watching video lectures prior to class. ÌýAnother professor responded that she had had success with designing Voicethread tutorials that are focusedÌýand short for students to watch at home. ÌýMcAndrew recommended that instructors holdÌýstudents to high standards in these situations so that students will be rewarded for doing their homework. ÌýIn a flipped classroom environment,Ìýstudents should be ready to come to class to talk.

At the same time, the Teaching and Learning ConsultantsÌýstressed that the flipped classroom method won't work with every professor, in every classroom, or in every course. ÌýSometimes, incorporating whole group or small group discussion into certain classrooms or buildings just won't work. ÌýOtherÌýtimes,Ìýa professor most effectively teaches students with in-class lectures. ÌýThe ASSETT Teaching and Learning Consultants suggested that professors could consider flipping just a couple of class sessions for the entire semester. ÌýMoriyamaÌýpointed out,Ìý"It takes courage [to flip your classroom], especially when you're faced with other demands...Your presence [in the classroom] will still be there, but you'll be interacting with students," instead of talking at them, as in a traditional lecture style class.

How Do I FlipÌýMy Class?

The Teaching and Learning Consultants suggested that instructors take the time at the beginning of the semester to explain to students why the method is chosenÌýand state expectations of students and of the professor. ÌýMoriyama suggested referring students to open educational resources to help explain concepts. ÌýAdditionally, instructors could assign self graded assessments and short quizzes onÌýD2L for homework. ÌýThe ASSETT Teaching and Learning ConsultantsÌýsuggested that instructors give informationÌýto students up frontÌýabout what the in-class activity will be. ÌýThen, in class, instructors can lead students in applyingÌýhigher level thinking skills to concepts.

InstructorsÌýin the workshop received a guide with mock examples about flippedÌýclassrooms, and they spent time working alone and then in small groups brainstorming how they might flip just one lessonÌýfor their upcoming courses. ÌýMoriyama suggested that instructors consider Bloom's Taxonomy of Learning when deciding which concepts students should study on their own online before class and which concepts the professor should cover in class. ÌýAn Environmental Studies professorÌýwhoÌýattended the workshop considered having students spend time at home learning about a particular controversy and visiting relevant stakeholder websites. ÌýThen, in class, students would role play the various stakeholder groups that are involved in the controversy. ÌýThe professor said that this way, students would have the opportunity to do more than just memorize material but rather, they would learn to think for themselves.