Blackboard drawing of traditional classroom

Before considering to flip your class, ask yourself:

Evidence & data

What evidence is there that flipping the class will enhance teaching and learning or improve learning?

What observational or concrete data do you have about your classroom that can inform you about why you need to change it and how?

What does the research literature suggest about the particular subject matter and best approaches to teaching it?

Pedagogical challenges

What is the challenge with your current classroom?

What concepts or topics do students struggle with the most based on observation, in-class student responses, quiz/test scores and/or other assignments?

Do students need more personalized attention applying certain skills and knowledge in-class where your expertise could guide or coach their development?

Localizing the need

Does it make sense to flip your entire course or just specific portions of your course?

Based on the feedback and data you have collected about your class and students, where does the flipped model makes sense in your course?


Are there examples of the flipped model that you have seen that would be valuable to your students?


Common Reasons that Faculty Flip Their Classrooms

Students learn the intellectual material in more depth.

In the flipped model, students no longer struggle with challenging concepts in isolation outside of class time. The design and delivery of activities encourages students to take responsibility for their learning, engage more meaningfully with the material, interact with their peers and instructor, and receive more immediate feedback, helping to develop their learning more effectively and efficiently. As a result, students have a deeper relationship with the content and become more proficient at applying it.

Students are more active participants in the learning process.

In the flipped class model the role of the student shifts from a less active recipient to a more active constructor of knowledge by engaging in the practice of using the skills foundational to the discipline. The structure of the model encourages students to come to class prepped and ready to apply learning.

Provides higher levels of interaction between students and their peers and between students and instructor.

The design and delivery of the activities encourage students to work with their peers to apply course concepts with personalized guidance from the instructor. As a result, a more enduring community of learners emerges that can bridge the in-class experience to the out-of-class experience, as well as between other courses.

Provides differentiated instruction.

The flipped model can be a way to address the needs of students who are at varying levels of understanding and skill and spend class time providing personal and immediate support. Because the bulk of the instructional material is provided outside the classroom, students can pace their learning, revisit parts that they do not understand, and process the material more deeply.

Provides increased and immediate feedback to instructors and students.

The flipped model encourages the use of technology (i.e.: NYU Classes) to automate immediate feedback to students as they work outside the classroom, interact with peers in online discussion, and receive personal attention from the instructor during class. As a result, instructors can attend to gaps in student understanding and students are more aware of their weaknesses.