Flipping the Classroom Part 3: Pulling the Trigger

Ed's Note: This is the second in a series of three articles. Click here for Part 1, click here for Part 2.

Part 1 and Part 2 set a foundation for the final article in this series: How do you actually pull the trigger and start an educational program using the flipped classroom concept?

I have spoken to several educators who have had the following experience: “I started using a flipped classroom, but the students hated it. We switched back to a traditional model after the first few weeks.”

This is very common. Flipping a class—even partially—isn’t a series of tasks or exercises. It is a major philosophical shift. It probably doesn’t match your experiences or the experiences of your students. Many of us use lecture and teach with PowerPoint because that is the way we were taught. Flipping the classroom takes us out of our comfort zones.

The first article in this series gave some broad-stroke tips for beginning a flipped classroom. This month we’ll end with some strategies for keeping your classroom flipped and effective.

Prepare in Advance

It is a lot of work to flip the classroom. Ideally you will create some sort of active “homework assignments” for use in class, as well as some sort of dynamic presentation method (audio or video) for students to use outside of class. If you don’t do this in advance, you will constantly feel like you are treading water and about to go under. As a result, you’ll be more likely to revert to a traditional model.

If you are teaching a traditional class, start preparing at least one semester in advance. As you teach your current traditional class, create dynamic exercises and do short recordings while each session is fresh in your mind.

Don’t Flinch

The second your students see you hesitate or back down you are finished. There is a significant “hump” to get over in the flipped classroom. It takes about a month and an exam or two to convince students that they are actually learning more effectively than they would if they were listening to lectures. Never let them see you sweat.

Don’t be Defensive

You may want to reminisce or talk about the “old way of teaching,” but don’t. Be fully invested in whatever you are doing.

Keep Expectations High, but Realistic

Your expectations are reflected in the way you expect students to prepare for class, how they participate in class and how you test. A certain percentage of your grading scheme should reflect preparation for class. The same goes for participation. This can sometimes seem subjective, but it is important. Test comprehensively and use a combination of recall and critical thinking questions to match the work they have done in class.

Adjust Along the Way

There are times when students don’t seem to be catching on. It’s OK (actually advisable) to take a moment to explain with a mini-lecture. These create teachable moments that are very valuable. You can make adjustments as you go without “flinching” as mentioned above. A good educator adapts. Stick to your guns with the flipped philosophy while doing what you do best: educating your students.

Whether you go for a full flipped classroom or start slowly, I hope this series of articles helps you succeed.