Flipping the Classroom: Part 1

Ed's Note: This is the first in a series of three articles. Click here for Part 2, click here for Part 3.

The transition from a traditional model to a flipped model is significant, both in mindset and preparation. This series of articles will talk about preparing to flip, classroom strategies to use when easing into or jumping into the flipped classroom and the creation of audiovisual resources to use as you begin.

Part One: The Flip

“Flipping” the classroom is a concept embraced by many educators. Simply stated, the flipped model involves doing classwork at home and homework at school. It de-emphasizes lectures, instead using media-rich technology for students to learn at home and dynamic exercises for topic application in the classroom.

It is the way our students like to learn and the way we dream about teaching.

For many, flipping may seem too daunting or out of reach. For others flipping the classroom is a buzzword or passing fad. In reality, EMS educators have been trying dynamic teaching methods for as long as there have been classrooms. Flipping just wraps all of the things we have tried over the years into a comprehensive approach.

What will a flipped class session look like?

Let’s use patient assessment as an example. Your students will be given work to complete outside of class before a class meeting. They will read their textbook, listen to a podcast and watch two or three videos on assessment. You may create an assignment that brings all that together.

When the students arrive in class there will be a short quiz on the material they read. (This may also be done online if you choose.) The questions will mostly be lower level cognitive questions to test what they learned from out-of-class work.

The students then get a few moments to ask questions based on what they read, heard and saw. After that, students break into groups to tackle problem-solving exercises, participate in scenarios and help teach each other.

Here are a few thoughts on implementing a flipped classroom.

• You don’t have to start all at once. Flipping is a lot of work, as well as a major philosophical shift. Begin by implementing a new dynamic element into each session of your traditional classes. After a few semesters, you will have a considerable amount of material to use.
• Much of the transitional anxiety will be your own. Educators who try flipping the classroom often report, “The students seemed to want more lecture.” Many times this is the educator wanting more lecture. Remember that you will be a facilitator rather than a lecturer. Students often feel that they aren’t being “taught” without slides and lecture. Stick with it. It works.
• Maintain high standards. Don’t let your guard down on exams and scenarios. Students will learn when they know they are responsible to do so. It is up to your students to read and do required work outside of the class. Your class work must build on this and demonstrate the value of it.
• Don’t give in. After a session or two both you and the students may long for the traditional lecture because it feels safer. The problem is that lecture isn’t a great way to learn. Again, stick with it. The students will follow your lead. Run the class with confidence.

Part two of this series will provide three examples of classroom activities to support the flipped concept in EMS training.