Dr Christine Edmead FHEA
C.E.Edmead@bath.ac.uk
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 What is flipping?
 Why might you want to flip your classroom?
 How do we flip the classroom?
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A move away from the traditional format of teaching factual
information and concepts in class and setting further reading
and application tasks for independent study.
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Problems with current didactic format
• Students are too busy taking notes to consider,
digest and structure new information
• Learning occurs through practice
• We rarely learn alone
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Flipping allows students to engage with new material in their
own time at own pace. F2F time used to explore concepts in
more depth, correct misunderstanding and apply knowledge.
The Flipped Classroom
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5 minutes – Individually/ in pairs/ in tables Using the flip chart/ post it notes
• What do I want my students to be able to do as a result of
taking my classes?
• Are they achieving this currently?
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Core second year unit in immunology – factual content
160 students, mixed programmes
Recorded factual content - video presentation to watch before class
Self test through MCQ quiz and weekly online exercise
In class students applied new knowledge to case study
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• Explain why and how
• Start slowly
• Explain clearly what they need to do, what they should
get from it
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Try to vary the pre class activity
(video, journal paper, lecture recording)
Link the in class activities to assignments/ assessment format
Where possible offer options in the way students gain information
or demonstrate their learning and understanding
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Watch the video and take note of the steps in the
ANOVA analysis
Bring your notes along to class to be prepared for
applying these to data collected from your recent
practical sessions
Analysing data by ANOVA
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Watch the video.
• What were the advantages to Nike for taking a
sustainable approach to design and development?
• What are the likely advantages and disadvantages
to the consumer?
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• What was Nike’s main aim in designing the new shoe?
• What was the most important criteria for the design?
Questions can be set up as an online quiz/ MCQ
A small number of marks may be allocated for participation/ correct answers
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• Application of knowledge to case study
• Discussion of video/ paper
• Assign different students different papers –
summarise/ present in class in small groups
• Company/ consumer role play
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Can you identify one aspect of your teaching which is
a) Very dry to teach
b) A threshold concept
c) Factual but your students need to learn to apply it
If the answer to any of the above is yes then it is an ideal topic to Flip
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Attendance, viewing of online resources
In class quiz
Student diary/ blog / facebook group
1 minute paper
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Flipping the classroom doesn’t necessarily lead to flipped learning
Flipped learning is enabling students to learn in their own way
at their own pace
Its not just about videos!
Flipping encourages a deeper & more engaged approach to learning
Technology enhances flipping but shouldn’t control it
1. Start small – flip 1 lecture or even 1 sub topic in one lecture
2. Keep online activities short – bite size chunks max 10min videos
3. Utilise pre made material -you tube videos, published papers and
articles, online lectures/ recordings
4. Self-made recordings do not have to be perfect
5. Vary the types of activities through the course
6. Link and revisit material
7. Have clear objectives/ ILOs for the resources and the students
8. Align in class activities with assessment
9. Intersperse flipped sessions with traditional lectures
10. Enjoy the experience
Further resources
Links to a range of resources about what is flipping, the use of technology
in flipping and in class activities and evaluation. Also includes links to
subject specific case studies.
http://flippingproject.wikispaces.com/The+Flipping+Conference
Thank you