Create engaging learning experiences one lesson at a time.
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 or active 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 faculty 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.
As a result of these conversations and experiences, I created a 4-part framework to help you organize a successful flipped learning experience. And we'll do it by starting with ONE lesson.
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 in the college classroom.
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 any discipline.
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:
It's a self-paced online institute featuring 5 video modules (plus 3 bonus modules), worksheets, and assignments.
You can work at your own pace. Complete 1 module a week for 5 weeks or move through the modules faster or slower depending on your schedule.
Even though the institute is self-paced, you are not alone! I am in the discussion forums every day to answer questions, share resources, and offer guidance. I will also send emails to check in, offer encouragement, and share new resources.
Each video module is 25-40 minutes and includes:
Why it's important to clarify what the FLIP means in your work and where to find "flippable moments" before you change anything in your course. Not everything should be flipped!
How to decide what assignments and activities go “in” and “out” of the in-person classroom environment.
How to organize your lesson and design effective and engaging pre-class assignments to help students prepare for the higher level learning experiences.
How to design engaging in-class learning experiences and support students through the process of moving from taking notes to applying and analyzing course material.
How to adjust your role from a lecturer who delivers content to a facilitator who guides students through the process. How to move from the "sage on the stage" to the “guide on the side."
How to create an assessment plan for your lesson. How to map learning outcomes, flipped activities, and assessment strategies.
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 when you FLIP. How to balance your priorities, focus on what matters, and still create engaging learning experiences.
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
of our faculty took this course in preparation for a curriculum revision we are
planning. 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, 2017 & 2018 Participant
“Dr. Honeycutt’s FLIP model associates flipping as a philosophy of teaching rather than as a teaching gimmick.” –Summer 2016 Participant
"This course has been extremely helpful in helping me to look at the flipped classroom concept more openly. It has provided me with a process, information on carrying out the process and how to evaluate my teaching strategies. The concepts presented related to student learning, can also be used by me (the instructor) as I learn to embrace this new form of teaching. Thank-you for your instruction and all the great resources." --J. Worster, 2018 Participant
"Thank you for this great online course. I've really enjoyed the incremental steps that force me to think about what it takes for the students to achieve the goal of the class. I have been flipping at a pretty intense level for a couple of years and I know this process will help make me more effective and hopefully have less resistant, more satisfied, learners." --E. Steffen, 2018 Participant
"I have used so much from the teaching institute I took this summer from you. I have managed to FLIP 3 courses using pre-class learning activities and focusing activities at the beginning of my class and for the most part, my students have been better prepared for class. One of the really helpful things from the teaching institute was to have to create the lesson which included the pre-class activity, the focusing activity and the in-class activity. Doing that and getting very helpful feedback from you allowed me to then create other lessons using that one as the model. --Dr. Shar Georgesen, PhD, MSN, RN, Professor, Nylen School of Nursing, Morningside College, 2018 Participant
“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