Skip to main content

Quick-Start Guide

“Flipping” the class reverses the traditional class setup: students acquire basic content outside of class, and then work together in class on application-oriented activities. Whether you want to flip one class session or an entire course, the following guide can help you quickly get started.

F – Figure out where “flipping” makes the most sense for your course.

  • Identify topics within your course that students struggle to understand, or common misconceptions that they have within your field. These are areas where “flipping” can provide real value to your students.
  • Also think about any learning outcomes that need to be refined or introduced so students can target higher order use of knowledge and skills. These also offer excellent opportunities for “flipping.”

L – Look for in-class activities that require students to apply what they are learning.

  • Are there activities you’ve developed for your class that are currently rushed through due to time constraints? Are there homework questions that could be tackled in class? Both of these would make great in-class activities in a flipped environment.
  • Think about activities that would appropriately challenge students to apply concepts and engage them in the types of thinking common in your field.
  • Here are some other effective in-class activities that you might choose:
    • problem solving using student-response systems
    • team-based learning
    • peer instruction
    • case studies

I – Identify the content students will use to prepare for class.

  • Save yourself some time: Look for existing resources that would supply students with the essential information they need.
  • If no resources exist, then create your own. If you decide to create a video lecture to be viewed before class, break up your lecture into 3-5 video segments, with each video lasting 3-5 minutes.
  • Be sure you check your students’ understanding of the content. You may choose to give students a low-stakes online quiz following each video, or have students write a reflection. Or you may decide to begin the actual class with a quiz. Create any activity that will hold the students accountable for doing their pre-class work.

P – Prepare students for the unique roles everyone will have during class.

  • Since the concept of flipping will be new to many students, think about what expectations and procedures need to be communicated to students so they are engaged and prepared for class.
  • Think about any additional tools or techniques that would help you in your role as a “cognitive coach.” What can you use to develop and challenge your students to engage in ways of thinking within your field?

Transforming a course takes both time and commitment, so starting with a single class session and focusing on what and how students are learning at that scale often works well. Flipping is an iterative process, so as you implement these practices, reflect on what works well and what needs to be modified.

And don’t forget: you have a dedicated Instructional Design Consultant (IDC) in the IDEA Shop ready and willing to help you with flipping your classroom, so feel free to contact him or her if you need support. You can locate your assigned IDC in this table.

“Quick-Start Guide: Flipped Classroom” by the Faculty Innovation Center at the University of Texas Austin is licensed under Creative Commons A-NC-ND 4.0.