--Originally published at FlipNetwork – Barbi Honeycutt, Ph.D.
As I write this post, it’s the beginning of fall semester. Fall is really our “new” year! It’s the perfect time to take a look through the archives and see which articles have been most helpful for faculty who are thinking about flipping a class.
If you are just starting to think about flipping your class, or if you’ve already tried it and want to make a few adjustments, here are the top five most popular blog posts from the archives readers have said they found most helpful:
“I don’t have time to flip my class.” I hear this feedback from almost every workshop I lead about the flipped classroom model in higher education. Changing how you teach and redesigning parts of your course takes time. But, you don’t have to flip everything. In fact, you shouldn’t. That’s the quickest way to burn out and overwhelm your students. So how do you decide what to flip? Start by looking for flippable moments.
“If you want your students to be active, you’ve got to be a little passive.” The flipped classroom is a dynamic space with lots of moving parts. To be successful, you need to learn how to let go of some of the control and allow the learning process to happen. Your role as the instructor changes when you flip it. You have to teach from the sidelines, not the podium. You are still very much involved in learning experience, just from a different perspective. I call this being actively passive.
If you’re looking for more evidence on why you should think about flipping your course, take a look at these five flipped strategies and the research findings. These five strategies are not specific to the flipped classroom. You can use these for any type of learning environment where you want to increase student engagement and improve learning.
“If only I’d known….” It’s so easy to jump into something new because it’s exciting and there’s so much buzz about it. But, if you jump into flipped learning too quickly, you might get overwhelmed or increase student frustrations. Whether you’re just beginning to think about the flip, or if you’re looking for ways to enhance your flipped classroom, try to avoid these five mistakes.
The number one most frequently asked question from faculty at every campus I’ve visited is, “How do you get students to do the work?” The flipped classroom requires students to come to class prepared and ready to participate. They need to complete the pre-class work so they can focus on the application and analysis of that content during class time. But how can you encourage them to do it? Why aren’t they coming to class prepared? What can you do about it?
As you move forward this fall semester, I hope you’ll keep trying new things and connecting with your students in different ways. Maybe these five articles will help guide you through the process of creating successful flipped learning experiences for you and your students.
And, in case you missed it, or if you’re looking for more resources, I wrote a series of articles in Faculty Focus this summer focused specifically on the most frequently asked questions about the flipped classroom in higher education. You might want to add those to your reading list as well!
Let’s keep the conversation going! What other resources or blog posts have you found most helpful as you think about flipping your classes?
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