1. The Flipped Classroom:
a Real Life Adventure in
Engaging Students
M A RG A RET FA I N : COA STA L CA ROL I N A U N I V ERSITY
&
A M A N DA FOST E R: WA K E FOR EST U N I V ERSI TY
2. How familiar are you with the concept of
a flipped classroom?
1. Not very familiar
2. I know what it is, but haven’t tried it yet
3. I’ve use a flipped classroom model before
3. What is a flipped classroom?
o Primary content delivery takes place outside the classroom
o Traditional “homework” takes place in the classroom
o Emphasis is on applying knowledge through active learning
4. Why did we use a flipped classroom?
o 2nd version of a one-credit course
o 1st version
o Too much lecture
o Too little hands on
o 50 minutes of active learning
o Greater retention of information
o Increased engagement of students
5. Tools and strategies for a flipped
classroom
o Video capture
o Podcasts
o Readings
6. How We Designed It
Video
Text
Pros
• Novel
• More engaging
• More effective for visual
learners
• Easier to revise
• Familiar format
• Could include existing
videos
Cons
• Harder to revise
• Librarians not comfortable
being filmed
• Accessibility
• Lack of engagement with
text
o We decided to use text
7. Designing the Course
o Student Learning Outcomes
o Grouped SLO’s around major research concepts
o Major research concepts turned into 9 lessons
o Each lesson had an accompanying textbook chapter
o 3-4 Research workshops
9. Writing the Textbook
o 3-4 page chapters
o Non-librarian lingo
o Incorporated visual components
including existing videos, illustrations,
and comics
10. Reinforcing Concepts Learned
o Quizzes on the textbook reading
o Active learning exercises were directly related to the concepts learned
o Journal reflections on concepts for homework
11. “Typical” Flipped Classroom Lesson Plan
Evaluating Sources
Time
Activity
5-10 min.
Quiz
5 min.
Review of previous lesson and/or homework
15 min.
Group Activity
• Students create a list of evaluation criteria on whiteboards
• Share list with the class
• Instructor adds additional criteria if missed
20 min.
Group Activity
• Students review real websites and judge their credibility
5 min.
Assign Journal Reflection
12. Now You Try It!
Work with the people around you to:
o Develop 1-2 activities to teach the concepts from the Scholarly, Popular, and
Trade video and chapter.
o Develop one potential journaling topic
15. Learner-Centered Teaching
o The role of the teacher
o The role of the student
o The role of the content
Weimer, Maryellen. Learner-Centered Teaching. San Francisco: Wiley, 2013. Print.
17. Adapting to One-Shot Instruction
o Giving students a “textbook for the day”
o Pre-assigned “library homework” from the professor to use a jumping off
point
o Videos in research guides
o What other ideas have you tried to flip your one-shot instruction?
