FlipTech Latinoamérica 2019 Proposal

Workshop Title:
Step-by-step process of implementing the In-Class Flip in blended learning

Workshop facilitator:
Kingsley C. Ogbonna
kogbonna@nogales.edu.co

Workshop description
Teachers tend to have a good understanding of their students’ learning styles, needs and skills after
years of teaching experience. With the Flipped classroom pedagogical approach teachers can tap into
these knowledge and ensure that students become more active participants compared with the
traditional classroom. However, flipping the classroom brings with it the burden where students
perceive it as “more homework”. In-class flip consists of bringing the flip into the classroom by doing
the home part of the flip through station work. Implementing the In-Class Flip into my blended
learning approach is helping me strike the balance between covering curricular content with freeing
up face-to-face class time for active participation and peer instruction within a blended learning
environment. Tapping into my personal experience, the objective of this workshop is to guide
participants through a step-by-step procedure to create a short flipped video which support
investigation, conjecture and discovery and allow learners observe events, ask questions, construct
explanations, test those explanations, use critical and logical thinking. Some strategies and possible
challenges with its implementation will also be discussed. This workshop is apt for elementary,
secondary and undergraduate educators respectively. Participants should have PowerPoint or
keynote, Moviemaker or Open shot apps installed in their devices.

Expected end product

At the end, each participant will create a short flipped video lecture (2 to 3 minutes) on their selected
topic and come up with an in-class flip station rotation plan to implement it.

The three moments of the activities during the presentation of the workshop
1. Topic selection, planning of video using a storyboard and familiarization with the apps
2. Creation of a short video (3 to 4 minutes) following guided instruction
3. Discussion and selection of implementation strategies/plan and possible challenges.

References:
Punongbayan, M. C., and Acelajado, M. J. (n.d).Effects of the Traditional Flipped and the In-Class
Flipped Classroom Models on the Students’ Performance in Geometry: A Comparative Analysis.
Contributed Paper at the ATCM 2018, Yogyakarta, Indonesia:
http://atcm.mathandtech.org/EP2018/regular.html
Ramirez, M. (2019). What’s an in-class flip? Retrieved July 22, 2019, from
http://martharamirez.com.co/blog/whats-an-in-class-flip-revisited/
Uzunboylu, H., and Karagozlu, D. (2015). Flipped classroom: A review of recent literature. World
Journal on Educational Technology. 7(2), 142-147. doi: http://dx.doi.org/10.18844/wjet.v7i2.46