In many learning environments, the energy is directed towards the person doing the talking (usually the instructor). When planning a lecture, you might ask, “What am I going to talk about in class today?”
In a flipped learning environment, this structure is reversed. The energy is directed towards the students. Your question becomes, “What are students going to DO in class today?”
This shift changes the whole dynamic of the learning environment and introduces a new set of challenges many students and instructors are unprepared for.
In my work, the flipped classroom isn’t just about recording videos of lectures for students to watch before class. There are so many more creative and engaging ways to FLIP it, and that’s why in my model, the FLIP means to “Focus on your Learners by Involving them in the Process.”
When you FLIP, you intentionally invert the design of a learning environment so students engage in activities, apply concepts, and focus on higher level learning outcomes during class time.
But how do you do it? How do you organize the flipped classroom so it’s not chaotic or out of control? What can you do to motivate students and help them see the value of it? And, where can you find more ideas for teaching strategies to add to your course to keep it new and interesting?
These are the questions I’ve been examining as I travel throughout the United States leading workshops, speaking at conferences, and listening to faculty share their experiences teaching in the college classroom. addressing the most challenging parts of the flipped classroom model.
As a result of these conversations and experiences, I created a 4-part framework to help you organize a successful flipped learning environment. In this online institute, we will address the most common challenges, discuss how to avoid "rookie" mistakes, and share strategies that increase student engagement and improve learning.
You can create a new lesson or redesign an existing lesson. By the end of the institute, you will have a framework you can use to FLIP any lesson in any learning environment. The step-by-step process is repeatable and adaptable to any course in all disciplines.
You can do this! Let’s FLIP it!
Over the past few years, many definitions and interpretations of the flipped classroom have emerged. This has caused frustration and confusion for both faculty and students. It's important to recognize that the flipped classroom is not just about videos. And it's not "all or none."
As you work through the modules, you will:
You will receive a weekly email which includes information about that week's module, your homework assignment, and additional resources to keep you moving forward.
You can complete 1 module each week, or you can work at your own pace and complete all of the modules whenever it works best for you.
If you want to earn the certificate (it's optional), you'll need to meet the deadline for submitting your lesson plan.
Each video module is 25-40 minutes and includes:
Why it’s important for you to define the FLIP and where to look for flippable moments.
How to decide what goes “in” and “out” of the classroom.
How to organize your flipped lesson and design effective pre-class assignments. Includes example lessons from previous students in the course.
How to design engaging in-class learning experiences.
How to become facilitator, or “guide on the side,” in the flipped classroom.
How to create an assessment plan for your flipped classroom.
How to address student resistance, preparation, and motivation and help students adjust to their new roles and responsibilities.
How to avoid burnout and feeling overwhelmed.
If you want to earn the certificate, you will create and submit a flipped lesson plan for one of your courses. I will personally review the lesson plan, offer advice and ideas, and share recommendations and resources specific to your course to ensure you are ready to FLIP your lesson.
“Great course. I appreciate all of the templates, advice, and excellent resources! And thank you for modeling the flipped approach in your modules.” –Summer 2017 Participant
When the Institute opens on May 14, you will receive:
of our faculty took this course in preparation for a curriculum revision we are
planning for January. We will be moving to a hybrid model of instruction for
our accelerated nursing program. We have all found this information to be
extremely helpful. Thank you for putting together such excellent course
--Anne Schoening, PhD, RN, CNE, Associate Professor, Faculty
Development Coordinator, Creighton University College of Nursing
“Dr. Honeycutt’s model associates flipping as a philosophy of teaching rather than as a teaching gimmick.” –Summer 2016 Participant
“FLIP a Lesson” was worth the registration for the entire conference!!! I learned so much from Dr. Honeycutt’s session.” --Participant who took the course in-person during a pre-conference workshop
“I have been using various constructivist methodologies for nearly two decades, and while I have grown to be very, very comfortable with the "loose" structures that characterize this approach, I have struggled around how to create a coherent architecture for a class. Dr. Honeycutt’s model has solved this problem for me. This model has given me the framework I needed to build the logic model for any class. Even more, it provides a great framework for designing entire curricula. I have been using the framework consistently with great results. Needless to say, it was one of those pivotal moments for me, providing tools that will influence my career for many years to come.” -David S. Bright, Ph.D., Professor of Organizational Behavior and Organization Development, Raj Soin College of Business, Wright State University
“This course has changed my perspective on flipping and how to be intentional when doing it. Love all the excellent resources!” --Faculty Member, Summer 2017