Each of these articles addresses one of the most frequently asked questions about the flipped classroom in higher education. The articles were published as part of a summer series I published in Faculty Focus.
If you’ve been reading my blog for awhile, you know I define the flipped classroom a little differently than most scholars. In my work, the FLIP means to Focus on your Learners by Involving them in the Process. It’s about more than assigning students videos or pre-recorded lectures to watch before class. There’s so much more you can do!
I hope to inspire you to integrate a variety of active learning strategies to involve and engage your students as you improve learning and increase student success. That’s why I wanted to take the time this past summer to write this series and address some of the most challenging issues we face when flipping the college classroom.
Here’s the complete list of articles addressing the most frequently asked questions about the flipped classroom model in higher education:
The Flipped Classroom Unplugged: Three Tech-Free Strategies for Engaging Students (September)
Nearly 80% of faculty report that it is challenging to be creative and plan new activities to engage students. It does take a certain amount of creativity to flip your classroom, but it doesn’t have to be intimidating. You can flip your class using simple strategies that allow for students to interact with the material and engage with each other. In this article, I bring us back to the basics and challenge you to think about flipping your class without technology!
Flipping Large Classes: Three Strategies to Engage Students (August)
This article features three flipped strategies that work well in large lecture halls. Each strategy provides a framework for generating discussion, which increases engagement and encourages students to analyze a variety of perspectives. Of course, you can also adapt these strategies for smaller classes too!
Five Time-Saving Strategies for the Flipped Classroom (July)
Time is one of the biggest challenges we all face when we start planning flipped learning experiences. Here are five ways to save and maximize your time.
Managing In-Class Learning Experiences in Flipped Classrooms (June)
It seems most of the discussion about the flipped classroom focuses on what students do outside of class. But, for many faculty, the challenge is managing the dynamic in-person time in the classroom. Here are a few ideas to keep things under control while still creating a positive learning experience for you and your students.
Three Focusing Activities to Engage Students in the First Five Minutes of Class (May)
One of the best ways to connect the pre-class work to the in-class work is to use a “focusing activity” in the first few minutes of class. Here are three strategies to help students make this connection, apply the content, and prepare for the higher level learning experiences you’ve planned for the in-class time.
Five Ways to Motivate Unprepared Students in the Flipped Classroom (April)
Here are five strategies to address the number one, most frequently asked question faculty ask about the flipped classroom: “What if students don’t do the work?”
Thanks for following the series! If you have a question about the flipped classroom model in higher education, let me know and I’ll address it in a future article or blog post. You can also tweet your question to @barbihoneycutt. I look forward to hearing from you!