CENTRE FOR TEACHING EXCELLENCE

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Course Design: Planning a Flipped Class

In a flipped classroom students engage with lectures or other
materials outside of class to prepare for an active learning
experience in the classroom.
This is not a new idea, but the current usage of the term
“flipped” is generally associated with students engaging with
materials online followed by in-class activities that involve peer
learning or small-group work. There are many activities that can
be part of a flipped class such as discussions, debates, clicker
questions, Q and A, demonstrations, simulations, peer tutoring and feedback, and role playing. An
instructor may choose to flip just a few classes a term, where the concepts lend themselves to active
learning experiences, or to flip all classes. As in all class planning, the objectives of the class must be
determined before the activities are planned. See CTE Teaching Tips, “Writing Intended Learning
Outcomes.”

Why flip?
• In a lecture, the attention of most students starts to decrease after ten or fifteen minutes, so flipping
the class can help keep students focused and learning for the whole period.
• Flipping the classroom means that students have time to process and reflect on concepts and
increase their knowledge base before coming to class to apply their learning.
• Instructors can get a sense of where students are having difficulty with the course material or have
questions or misconceptions about concepts (possibly through an online assessment or discussion
forum) before they come to class. Instructors can then adjust what will be done in class depending on
this feedback. This is often called “just-in-time teaching” (JITT).
• Students can control the time, pace and place of learning with the online materials. Many students
find it useful to repeat segments of an online presentation when they are having difficulty with a
particular concept or when they are studying for the final exam. For some students the ability to
rewind and listen to a presentation or explanation again can help them make more meaningful notes
or overcome language fluency difficulties.
• Although an up-front investment of time is necessary to create online materials, including video
content, the materials can be reused by the instructor from year to year.
• Flipping some classes can add some variety and change of pace to classes and make the course more
interesting for both students and instructor.
 • There is evidence that having students engage in active learning and peer learning in class leads to
deeper understanding and greater retention of concepts than traditional lecture information transfer
in class.

A planning model for flipped classes

Often when instructors are planning to flip a class they focus all their attention on planning the activities
that the students will do in class and on what the students will do online to prepare for that active learning
in class. However, there are two other aspects of the flipped-class design that require planning: how the
activities will be introduced to the students and how the instructor and the students will know that they
have adequately prepared for the in-class experience.

Introduce the task

The goal of this stage of the flipped class is to maximize student participation/readiness for the activities
they will be doing online and in-class. Instructors should introduce the tasks by clearly explaining their
expectations for what the students will be doing and the amount of time the students will need to invest to
be ready for the class activity. Explaining what they will be doing and why being prepared for the in-class
activities is also important. For some students, active learning in the classroom will be a new experience so
a “no surprises” approach can reduce possible anxiety about a more participatory approach to learning.

Out-of-class task
Carefully consider the choice of media for the online activities and materials. Instructors can create their
own materials such as narrated PowerPoints, screencasts and podcasts, or reuse online content such as
websites, readings and videos. Video content should be concise -- no more than 10-15 minute segments --
and it can be helpful to students if there are guiding questions or prompts to help them recognize the keys
objectives of the preparatory work. If instructors include an online means for students to submit questions
about difficult concepts or other questions, they can use some class time to discuss these issues. For
examples of activities see CTE Teaching Tips, "Online Activities and Assessment for the Flipped
Classroom".

Assess the learning

Before the in-class session both the instructor and the students can benefit from knowing if the students are
adequately prepared for the in-class activity. Self-assessment quizzes or low-stakes online quizzes can be a
good way to assess if students are adequately prepared. Ideally these assessments are short (3 to 4
questions), and include questions that provide an opportunity for students to apply what they have learned
rather than questions that merely test factual knowledge. Formative feedback on the assessment questions
and an opportunity for students to pose their own questions to the instructor can also be included. Evidence
of preparation can also be provided through a short assignment or assessment at the beginning of the in-
class portion of the flipped class. Learning and assessment are interconnected: low stakes or formative
assessment is a valuable learning tool for students.

In-class activities
The most effective activities for promoting deep learning are those that create opportunities for peer-to-
peer learning, student-instructor dialogue, and opportunities for active learning. The objectives of an
activity should be clearly linked to course objectives and assessments; the in-class activity time can be used
to encourage students to be creative and make discoveries (and errors) in a relaxed, low-risk
environment. For examples of activities see CTE Teaching Tips, "Active Learning Activities" and " In-class
Activities and Assessment for the Flipped Classroom".

Motivation
Student motivation, which underlies the whole learning process, can be affected by the design of the
activity. An enthusiastic instructor who has good rapport with students and creates an open and positive
atmosphere in class can motivate student participation and learning. Activities that are designed to be
challenging, but achievable, can help motivate students. Also students will be more motivated if they find
personal meaning and value in the material and see that the course is relevant and linked to their future
success. Providing frequent feedback to students as they complete their learning can also increase
motivation.

What are the potential challenges of flipping?

Trying a new approach for a single class or many classes in a term will have its challenges. The following are
real but not insurmountable.

• Increased work load for the instructor. Time and effort is required to rethink and prepare both
pre-class and in-class activities; however, activities can often be reused without too much effort the
next time the class is offered.

• Instructors might need to decrease the course content. With more student participation and
dialogue, instructors may find that they are not able to “cover” as much material as they have in that
past, so rethinking the learning outcomes of the course may be necessary. The concepts that are
learned are likely to be retained for longer and applied more effectively with the active learning
component.
• Not all active-learning strategies are feasible in large classes. The activities that can be
feasibly facilitated in a really large class are fewer than those in a small class, but there are still many
ways to engage students in applying concepts and peer learning. A mixture of mini-lectures and
think-pair-share and/or the use of clickers can be effective even in really large classes – see Activities
for Large Classes.
• Students might resist changing from a lecture approach. For many students being passive
in a lecture is easier and less intimidating than being actively involved in a class. However, if asked,
students often acknowledge that active, deeper learning experiences are more valuable and that they
 prefer meaningful learning in the classroom. (See First Day Questions for the Learner-Centered
Classroom by Gary Smith for a strategy to introduce students to active learning.)
• Be prepared for some students not being prepared. Hopefully instructors have taken the
requisite steps to ensure that students are prepared for class, but if students do come to class
unprepared, don’t re-lecture -- move forward anyway. Once students see that you are serious about
supporting active learning in the classroom, they will likely be better prepared the next time.

• Technology. Who has ever used a new technology without some kind of technical issue? Be
prepared for blips along the way and contact your CTE liaison to find out how to get support with
using teaching technologies.

Resources
CTE teaching tips
• Course Design: Planning a Class
• In-class Activities and Assessment for the Flipped Classroom
• Online Activities and Assessment for the Flipped Classroom
• Active Learning Activities
• Activities for Large Classes
• Writing Intended Learning Outcomes

Other resources
• Myths and Facts about Flipped Learning
• Flipping a Class: an online resource from the Faculty Innovation Centre, University of Texas at
Austin

• Flipped classroom strategies from Turn to Your Neighbour: The Official Peer Instruction Blog
• Flipped Classroom Experience in Engineering: a video presentation by Dr. Maud Gorbet from
Systems Design Engineering at the University of Waterloo
• Faculty Focus: Looking for "Flippable" Moments in Your Class, Understanding the Flipped
Classroom
• 7 Things You Should Know About Flipped Classrooms: Educause Learning Initiative white paper
• The Flipped Classroom: A Brief, Brief History, by Bates, J. E., Almekdash, H., & Gilchrest-Dunnam,
M. J. (2016).
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commercially, as long as they credit us and indicate if changes were made. Use this
citation format: Course design: planning a flipped class. Centre for Teaching Excellence,
University of Waterloo.