Implementing a Flipped Class
Now that you have worked out a solid plan to flip your class, implement your plan.
Using NYU Classes, create a coherent online lesson for students to access in preparation for the in-class activity.
A Layout and sequence:
- Introduction to the topic
- Lesson map
- Lesson value, expectations & directions
- Learning objectives & outcomes
- New instructional material & resources
- Incentive activity that prepares students for in-class activity
Using NYU Classes, review the student work prior to class. The pre-class incentive activities can provide information about how to tailor the in-class activities to focus on the elements that students struggle with the most.
Think about transitioning your role from leading the discussion to letting your students take accountability for their learning and you become the guide, coach, and expert tutor. Here are some ways to become more of a guide:
- Walk around the classroom and observe discussions
- Ask questions to confirm student understanding and draw out more discussion
- Answer questions that students bring to the class or raise during the class
- Moderate a debate or facilitate a group discussion
- Challenge students individually or challenge students to challenge each other
Plan ahead for any technology you may need for the class. Use your checklist to gather all your materials. Be sure to contact Campus Media before the semester starts to get clickers, video conference requirements, or other special classroom needs.
Take time at the beginning of the class to answer any questions student may have brought in preparation for class. Address areas students had the most trouble based on your review of their work.
Implement your in-class activity plan by providing students clear directions and access to the materials they need to complete the in-class activity. Keep a close eye on the timeline you developed to keep students on task.
End the class by communicating the next steps students need to take after class.
Use NYU Classes to implement the post-class activity.
A Layout and sequence:
- Directions for continuation of learning
- Extended learning activities that follow the in-class work
- Survey student motivation, confidence, and emotion
Evaluate the effectiveness of the model from various perspectives after implementation. In most cases, there will a product that is representative of students’ work that can be used for evaluation. There are three factors to consider during and after course delivery:
1) Effectiveness in terms of achieving the learning objectives
- Have the learning outcomes been achieved?
- What skills have been attained?
- How effective was the delivery format (medium) in terms of communicating the message?
- Were the instructor's presentations effective?
2) Relevance in terms of achieving satisfaction
- Did the students' attitudes change before, during, and after the course?
- Could students connect the content to real contexts and use?
- Were students impacted by the use of technology?
3) Efficiency in terms of the administrative part of the learning process
- Was the technology reliable?
- Were the strategies optimal?
- Was the scope and level of content appropriate and attainable for students?
Assess whether or not the learning objectives have been met. Connect the results of student assessment to the success of your lesson plan.
Keep a journal of what worked or did not work and how you would change the lesson the next time. Identify any areas in student learning that were still not as successful as you would have liked them to be, and then brainstorm how to improve it. The results will be in part a reflection on your teaching. Use that data to your advantage to make future changes and iterations. Teaching is a learning process that develops over time and with experience.