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At its heart, a flipped classroom might be best understood as an alternative or supplement to traditional lectures, as class periods become devoted to practicing ideas or applying knowledge first experienced as lecture material outside of class. Harvard has a 鈥溾�� for faculty that helps explain this concept.

The rationale for the flipped format follows from the premise that a lecture can sometimes promote inactivity in students, who merely perform the role of passive recipients of knowledge. Lectures also seemingly operate in a single-mode in which a faculty member expertly transmits the content of a course to an audience of students. By contrast, the flipped format encourages multiple modes of educational inquiry, communication, and exchange.

An advantage of the flipped format is the variability of pacing, as engagement with course content can be slowed down or sped up in accord with student comprehension. On a corresponding note, there are ample opportunities within the flipped classroom to gauge students' understanding of course material and intervene accordingly. For example, when a small-group exercise illustrates that a particular concept has proven difficult to understand for multiple students within the class, a faculty member can adjust the pacing so that this "stickier" issue or puzzling concept can be directly addressed.

Record lectures and digital content.

Recorded video lectures allow instructors to create structured video lectures that can be used multiple times and in different courses. When introducing a new concept, students can watch and review lectures at home. Try to keep videos short in length and cover only one concept. If you cannot cover one topic in less than ten minutes, break your content into multiple videos. For example, take a single module (or lesson), and look at the learning objectives. The lower thinking order learning objectives that students should master before coming to class is the content that you will record and provide to students outside of class. Refer to to help you order your objectives.听

If faculty don鈥檛 want to record video lectures, students can receive digital content that might typically be delivered in a lecture such as readings, presentations, podcasts, or videos/animations that others have recorded.

Facilitate engaging learning activities during class time.

Think about how students will go deeper into the topic through active learning. Planning in-class activities guides students in the acquisition of the most complex objectives for that particular module or lesson. Activities can include: Think-Pair-Share, group work, Jig Saw, and/or problem based learning. More active learning strategies can be found via the . Depending on the complexity of the problem, students may not be able to complete the activity in one session.听

Additional resources for active learning :

Create assessments that frequently check for understanding.

Assessments can come in all shapes and sizes. While assessments provide a layer of accountability that students are preparing for class by reading the assigned text and watching videos, they also provide indicators for understanding. Short quizzes, 1 minute papers, or past student performance can help you determine where students are struggling and what concepts you will need to provide clarification at the beginning of class.

Pros:

• The efficiency of recorded lectures and students can go back and review multiple times
• The ability to make class time more interactive and collaborative
• More opportunities to collect and utilize data听
• The ability to offer more personalized learning

Cons:

• The upfront work to redesign course or create content such as video lectures and assignments
• The need to make sure that technology is used to increase, not decrease, interactions with students
• Can be challenging to make sure students complete assignments before coming to class and to get immediate feedback from students on the material presented online.

Tips:

• Tell students why you are using the flipped classroom. Explain that discussion and active learning techniques are being used to enhance learning beyond the passive reception of information.
• Flipped learning doesn鈥檛 have to be used for the entire course, faculty can start small on one topic or module to see how students respond.