Designing a flipped classroom is similar to designing a regular course. Course objectives should be aligned with testing, which in turn should be aligned with the methods that are used. The methods lead to the actual planning of course activities. Alignment ensures that the course is useful within the curriculum, and that separate course elements build up to the assessment of the course. The student question: “Do we have to study this for the exam?” is eliminated, as the course objectives fit with the methods, which lead to the assessment. Thus, for design of a flipped class, course objectives, methods and assessment are discussed.
To start with a flipped course, there should be clear (and exciting!) course objectives, and the link of the course to the curriculum must be clear: what do colleague teachers, faculty management and students expect from this course? Students (and colleague staff members) are not used to a flipped classroom format, so it is important to make expectations clear. Students are expected to prepare their work before they visit class.
Methods and planning
Student preparation, feedback, and class activities can be planned by filling in the blocks in the figure below.
The teacher prepares short video clips and (reading) assignments, which students respond to via the electronic learning environment. Student answers are pushed back to the teacher, who uses these answers to plan their lecture. A teacher can select the most interesting student questions, pick out areas that are not well understood, and skip content areas that students do understand.
AssessmentAssessment can be formative (during) and summative (after the course activities).With flipped classrooms mainly improves formative assessment is improved as students can track their own progress: during the lecture discussions are held, based on guiding questions, students do presentations, work on assignments, and get feedback from the teacher and peers. Voting systems such as Mentimeter, Kahoot, Todaysmeet or Feedbackfruits are used to gather responses and quickly get an overview of answers. Crucial here is to design questions that have no single answer, thus require thinking and discussion. These questions should deal with the most important aspects of the course (the “big debates” of the topic area), since they take up (costly) time during lectures. The questions should need entry knowledge, gained from students preparing themselves before the lecture.
The design of courses for a flipped classroom can be supported by professionals, for example via an individual support programme , further the design of flipped classrooms can be integrated into the design competence for the University Teaching Qualification .
|Last modified:||05 October 2015 5.14 p.m.|