{"id":20424,"date":"2021-11-16T14:03:42","date_gmt":"2021-11-16T19:03:42","guid":{"rendered":"https:\/\/affiliate.wcu.edu\/cfc\/?p=20424"},"modified":"2021-11-11T14:04:13","modified_gmt":"2021-11-11T19:04:13","slug":"to-flip-or-not-to-flip-that-is-the-question","status":"publish","type":"post","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2021\/11\/16\/to-flip-or-not-to-flip-that-is-the-question\/","title":{"rendered":"To Flip or Not to Flip? That is the Question."},"content":{"rendered":"[et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;3.22&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_row _builder_version=&#8221;3.25&#8243; background_size=&#8221;initial&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;3.25&#8243; custom_padding=&#8221;|||&#8221; global_colors_info=&#8221;{}&#8221; custom_padding__hover=&#8221;|||&#8221;][et_pb_text _builder_version=&#8221;4.13.0&#8243; background_size=&#8221;initial&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; global_colors_info=&#8221;{}&#8221;]<p> <img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"wp-image-20429 size-medium alignright\" src=\"https:\/\/i0.wp.com\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2021\/11\/flipped-classroom-g08f0d90c4_640.jpg?resize=300%2C141&#038;ssl=1\" alt=\"\" width=\"300\" height=\"141\" \/>Whether you call it inverted instruction, classroom flipping, or some other term, the concept behind this kind of instruction is basic. Students get the foundational knowledge they need outside the classroom and class time is spent on higher-level learning. Properly executed, this instructional methodology changes the instructor\u2019s role from one of a \u201csage on the stage\u201d to a \u201cguide on the side.\u201d (Bergmann &amp; Sams, 2007)<\/p>\n<p><strong>How do the students get that foundational knowledge?<\/strong><\/p>\n<ul>\n<li>Video\n<ul>\n<li>If you record your own videos:\n<ul>\n<li>Keep them short (7 minutes max)<\/li>\n<li>Topic focused<\/li>\n<li>Provide captions and transcript<\/li>\n<\/ul>\n<\/li>\n<li>If you don&#8217;t want to make your own, there are plenty of sources:\n<ul>\n<li>Khan Academy, YouTube, Ted Talks<\/li>\n<\/ul>\n<\/li>\n<li>Assign specific time ranges as appropriate<\/li>\n<\/ul>\n<\/li>\n<li>Texts\n<ul>\n<li>A history, account, narrative, or case study<\/li>\n<li>From the course texts, assign specific pages if the students don\u2019t need the whole chapter \u2013 they are more likely to do the reading<\/li>\n<li>Consider developing a reading guide to target their attention on particular concepts or ideas\u00a0<\/li>\n<\/ul>\n<\/li>\n<li>Websites\n<ul>\n<li>Again, assign specific pages or parts of the website as appropriate<\/li>\n<\/ul>\n<\/li>\n<li>Research\n<ul>\n<li>Give your students a list of questions and let them find answers<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>How can I know they have attained the foundational knowledge?<\/strong><\/p>\n<p>Barkley and Major, in their text <em><a href=\"https:\/\/go.exlibris.link\/VsXDwWmc\">Learning Assessment Techniques<\/a>,<\/em> offer concrete ways to assess students\u2019 foundational knowledge, and they fit the &#8220;blending&#8221; teaching paradigm:<\/p>\n<ul>\n<li>If asking them to recognize &#8211; consider an online quiz that focuses on verification, matching, or forced choice, to be taken prior to coming to class.<\/li>\n<li>If asking them to recall &#8211; consider online quiz questions that focus on low cues or high cues.<\/li>\n<li>If asking them to interpret or exemplify &#8211; consider an online quiz that focuses on constructed responses or selected responses.<\/li>\n<li>If asking them to infer &#8211; consider questions that focus on verification, matching, or forced choice.<\/li>\n<li>If asking them to explain &#8211; consider questions where students must reason, troubleshoot, redesign, or predict.<\/li>\n<\/ul>\n<p><strong>What are some effective classroom strategies to engage students in higher-level learning?<\/strong><\/p>\n<ul>\n<li>Muddiest point\n<ul>\n<li>Have your students bring a list of points they\u2019d like to have clarified to class\n<ul>\n<li>Alternatively, have them post them to a discussion board<\/li>\n<\/ul>\n<\/li>\n<li>Address these points first before moving on to other learning activity<\/li>\n<\/ul>\n<\/li>\n<li>Group discussions\n<ul>\n<li>Students discuss\/clarify muddiest points in groups<\/li>\n<\/ul>\n<\/li>\n<li>Group presentations\n<ul>\n<li>Have students teach what they learned<\/li>\n<\/ul>\n<\/li>\n<li>Knowledge Demonstration\n<ul>\n<li>Let the students demonstrate what they have learned<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Is flipping right for me?<br \/><\/strong>The real question is whether or not flipping is right for your students. One of the big advantages of flipping is that it gives students more control over their learning as they guide the classroom activity with their questions. Another is the opportunity it provides instructors to review their teaching methods. After considering your options, you may decide that flipped instruction does not provide any advantages. However, keep in mind that this is not an all-or-nothing proposition. You may determine that some material in your course is suitable for flipping, while some still require more of a hands-on approach. In either case, you\u2019ll have reflected on how you are teaching and that is always a good thing. (Trach, 2020)<\/p>\n<p>If you\u2019d like to talk about group work with a member of the Coulter Faculty Common, <a href=\"https:\/\/affiliate.wcu.edu\/cfc\/consultations\/\">click here to schedule a consultation.<\/a><\/p>\n<p>Sources<\/p>\n<p>Barkley, Elizabeth F., and Claire H. Major. Learning Assessment Techniques: A Handbook for College Faculty, John Wiley &amp; Sons, Incorporated, 2016. ProQuest Ebook Central, https:\/\/ebookcentral.proquest.com\/lib\/hunter-ebooks\/detail.action?docID=4205832.<\/p>\n<p>Bergmann, J., &amp; Sams, A. (2007). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Tech in Ed. http:\/\/ebookcentral.proquest.com\/lib\/hunter-ebooks\/detail.action?docID=3317690<\/p>\n<p>Hertz, M. B. (2012, July 10). The Flipped Classroom: Pro and Con. Edutopia. https:\/\/www.edutopia.org\/blog\/flipped-classroom-pro-and-con-mary-beth-hertz<\/p>\n<p>Trach, E. (2020, January 1). A Beginner\u2019s Guide to Flipped Classroom. https:\/\/www.schoology.com\/blog\/flipped-classroom<\/p>\n<p><\/p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]","protected":false},"excerpt":{"rendered":"<p>Whether you call it inverted instruction, classroom flipping, or some other term, the concept behind this kind of instruction is basic. Students get the foundational knowledge they need outside the [&hellip;]<\/p>\n","protected":false},"author":1192,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"<!-- wp:paragraph -->\r\n<p>Whether you call it inverted instruction, classroom flipping, or some other term, the concept behind this kind of instruction is basic. Students get the foundational knowledge they need outside the classroom and class time is spent on higher level learning. Properly executed, this instructional methodology changes the instructor\u2019s role from one of a \u201csage on the stage\u201d to a \u201cguide on the side.\u201d (Bergmann & Sams, 2007) <br \/><br \/>How do the students get that foundational knowledge? <br \/><br \/>Video <br \/><br \/>If you record your own videos <br \/><br \/>Keep them short (7 minutes max) <br \/><br \/>Topic focused <br \/><br \/>Provide captions and transcript <br \/><br \/>There are plenty of sources <br \/><br \/>Khan Academy, YouTube, Ted Talks <br \/><br \/>Assign specific time ranges as appropriate <br \/><br \/>Texts <br \/><br \/>A history, account, narrative, or case study <br \/><br \/>From the course texts, assign specific pages if the students don\u2019t need the whole chapter \u2013 they are more likely to do the reading <br \/><br \/>Websites <br \/><br \/>Again, assign specific pages or parts of the website as appropriate <br \/><br \/>Research <br \/><br \/>Give your students a list of questions and let them find answers <br \/><br \/><br \/><br \/>How can I know they have attained the foundational knowledge? <br \/><br \/>Barkley and Major, in their text Learning Assessment Techniques (available online at WCU Hunter Library) offer concrete ways to assess students\u2019 foundational knowledge, and they can be implemented through an online quiz, with a requirement to complete before coming to class: <br \/><br \/>If asking them to recognize - consider an online quiz that focuses on verification, matching, or forced choice. <br \/><br \/>If asking them to recall - consider online quiz questions that focuses on low cues or high cues. <br \/><br \/>If asking them to interpret or exemplify - consider an online quiz that focuses on constructed responses or selected response. <br \/><br \/>If asking them to infer - consider questions that focuses on verification, matching, or forced choice. <br \/><br \/>If asking them to explain - consider questions where students must reason, troubleshoot, redesign, or predict. <br \/><br \/><br \/><br \/>What are some effective classroom strategies to engage students in higher level learning? <br \/><br \/>Muddiest point <br \/><br \/>Have your students bring a list of points they\u2019d like to have clarified to class <br \/><br \/>Alternatively, have them post them to a discussion board <br \/><br \/>Address these points first before moving on to other learning activity <br \/><br \/>Group discussions <br \/><br \/>Students discuss\/clarify muddiest points in groups <br \/><br \/>Group presentations <br \/><br \/>Have students teach what they learned <br \/><br \/>Knowledge Demonstration <br \/><br \/>Let the students show what they have learned <br \/><br \/><br \/><br \/>Is flipping right for me? <br \/><br \/>The real question is whether or not flipping is right for your students. One of the big advantages of flipping is that it gives students more control over their learning as they guide the classroom activity with their questions. Another is the opportunity it provides instructors to review their teaching methods. After considering your options, you may decide that flipped instruction does not provide any advantages. However, keep in mind that this is not an all-or-nothing proposition. You may determine that some material in your course is suitable for flipping, while some still require more of a hands-on approach. In either case, you\u2019ll have reflected on how you are teaching and that is always a good thing. (Trach, 2020) <br \/><br \/>If you\u2019d like to talk about group work with a member of the Coulter Faculty Common, click here to schedule a consultation. <br \/><br \/><br \/>Sources <br \/><br \/>Barkley, Elizabeth F., and Claire H. Major. Learning Assessment Techniques: A Handbook for College Faculty, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, https:\/\/ebookcentral.proquest.com\/lib\/hunter-ebooks\/detail.action?docID=4205832. <br \/><br \/><br \/><br \/>Bergmann, J., & Sams, A. (2007). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Tech in Ed. http:\/\/ebookcentral.proquest.com\/lib\/hunter-ebooks\/detail.action?docID=3317690 <br \/><br \/>Hertz, M. B. (2012, July 10). The Flipped Classroom: Pro and Con. Edutopia. https:\/\/www.edutopia.org\/blog\/flipped-classroom-pro-and-con-mary-beth-hertz <br \/><br \/>Trach, E. (2020, January 1). A Beginner\u2019s Guide to Flipped Classroom. https:\/\/www.schoology.com\/blog\/flipped-classroom <br \/><br \/><br \/><br \/><br \/><br \/><\/p>\r\n<!-- \/wp:paragraph -->","_et_gb_content_width":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[87,216,57,442,694,165,111,697,439,696,168,36,436],"tags":[],"class_list":["post-20424","post","type-post","status-publish","format-standard","hentry","category-active-learning","category-be-present-mindful","category-blog","category-classroom","category-collaborative-learning","category-cooperative-learning","category-eddev","category-flipping-the-classroom","category-pedagogy","category-pbl","category-student-engagement","category-student-performance","category-teaching-and-learning"],"jetpack_featured_media_url":"","jetpack-related-posts":[{"id":21131,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2023\/02\/24\/summer-institute-for-teaching-learning-sitl-2023\/","url_meta":{"origin":20424,"position":0},"title":"Summer Institute for Teaching &amp; Learning (SITL) 2023","author":"Ian Selig","date":"February 24, 2023","format":false,"excerpt":"","rel":"","context":"In &quot;Blog&quot;","block_context":{"text":"Blog","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/category\/blog\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2023\/02\/Bradshaw.jpeg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":22015,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2025\/01\/15\/etle-spring-2025\/","url_meta":{"origin":20424,"position":1},"title":"ETLE &#8211; Spring 2025","author":"Anabel Livengood","date":"January 15, 2025","format":false,"excerpt":"","rel":"","context":"In &quot;AI&quot;","block_context":{"text":"AI","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/category\/ai\/"},"img":{"alt_text":"QR code to registration form.","src":"https:\/\/i0.wp.com\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2025\/01\/ETLE-2025-reg-SV_9ohl1hG2sh0Hp2e-qrcode.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":23961,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2025\/11\/04\/opportunities-to-learn-about-artificial-intelligence\/","url_meta":{"origin":20424,"position":2},"title":"Opportunities to Learn about Artificial Intelligence","author":"April Tallant","date":"November 4, 2025","format":false,"excerpt":"","rel":"","context":"In &quot;AI&quot;","block_context":{"text":"AI","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/category\/ai\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":11980,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2019\/11\/20\/ready-to-take-group-assignments-to-the-next-level\/","url_meta":{"origin":20424,"position":3},"title":"Ready to take group assignments to the next level?","author":"Eli Collins-Brown","date":"November 20, 2019","format":false,"excerpt":"","rel":"","context":"In &quot;Active Learning&quot;","block_context":{"text":"Active Learning","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/category\/active-learning\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":14065,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2020\/03\/27\/microsoft-resources-for-teaching-with-office-365\/","url_meta":{"origin":20424,"position":4},"title":"Microsoft Resources for Teaching with Office 365","author":"Eli Collins-Brown","date":"March 27, 2020","format":false,"excerpt":"","rel":"","context":"In &quot;Collaborative Learning&quot;","block_context":{"text":"Collaborative Learning","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/category\/collaborative-learning\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":1347,"url":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2018\/04\/10\/minimizing-disruptive-behaviors-to-facilitate-student-learning\/","url_meta":{"origin":20424,"position":5},"title":"Minimizing Disruptive Behaviors to Facilitate Student Learning","author":"Eli Collins-Brown","date":"April 10, 2018","format":false,"excerpt":"Minimizing disruptive behaviors to facilitate student learning by Jack Caldwell, John Hawes, and L. 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