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Flipped Classroom Strategies

Let us now explore strategies for applying flipped learning in the classroom or 'flipped classroom' supported by this video which focuses on cognitive load theory. Planning is critical for successfully implementing a flipped classroom. In this step, we will explore how to plan.
Let us now explore strategies for applying flipped learning in the classroom or ‘flipped classroom’ supported by this video which focuses on cognitive load theory.

Flipped Classroom Planning

Planning is critical for successfully implementing a flipped classroom. In this step, we will explore how to plan.
Creating an effective flipped learning environment requires more consideration than simply combining online and face-to-face spaces within a course. It is crucial to consider what the learning objectives of the course are and to carefully select the most appropriate online space to complement both the traditional teaching techniques and the student cohort in question.

Flipped Classroom Design in 7 Steps

The following seven steps provide a simple approach to designing an effective flipped classroom:
  1. Identify and define key concepts and clear learning outcomes. What are the learning intentions and success criteria?
  2. Plan your implementation strategy. How will you shift the workload, ensuring that you are not adding additional work for your students? How will you induct your learners and shift the learning culture?
  3. Develop the pre-class learning activities and checkpoints for interactivity and feedback loops. What format will the pre-class activity take? The activities should be linked to remembering and understanding.
  4. Develop and link the class activities (apply and analyse). This involves selecting learning activities that require learners to apply and analyse the core concepts covered in the pre-learning. Establish clear links between the pre-class and class time. Consider what will motivate your learners and build accountability.
  5. Deliver your linked flipped class and related activities. Remember to revisit and review the learning outcomes.
  6. Make explicit links between the topic and the post class activities and assessment.
  7. Evaluate your flipped class, monitor level of student completion of tasks and participation. Invite informal feedback and make relevant changes. (Karanicolas, Snelling & Winning, 2015)
Some educators find it very useful to use a template to design and plan their flipped learning approach.

Flipped Learning Resources

A big step in designing and planning for flipped learning is the development and creation of the pre-learning materials. We acknowledge that this does take a bit of work and can be time consuming, however, there are things you can do to minimise the workload:
  • Create a resource bank with your colleagues; sharing your resources with each other.
  • Your videos do not have to be perfect.
  • Create resources that are not bound by time.
Another key consideration in designing and creating your learning resources is being aware of cognitive load and the impact on learning.

Cognitive Load Theory

Cognitive Load Theory uses knowledge of the human brain to assist teachers in designing learning and teaching strategies that will maximise learning. Understanding how human brains learn can help teachers to employ more effective teaching methods.

Micro-Learning

Micro-learning (also known as “chunking”), refers to the teaching practice of breaking up content into smaller segments. Research shows that when learning new information, micro-learning practices can ease the cognitive load, allowing learners to process information more effectively. The concept of micro-learning can be applied to all types of content including written texts, lectures, videos, etc. The key principle is to break up the content into segments, or topics and subtopics.
For example:
  • In written texts include informational headings and subheadings, paragraphs of related information, bulleted lists etc.
  • On your LMS, consider using an eBook or use headings and subheadings.
  • Shorten your content into smaller pieces that are easier for students to digest. Research shows that attention drops rapidly when listening to lectures; most people start losing concentration about 4-5 minutes into a standard delivery lecture.
  • Insert activities that give students opportunities to get quick feedback (e.g. through a short quiz) or practice a concept (e.g. by posting on a forum, Padlet or in a Flipgrid).
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