Planning a course and wondering how to make time for in-class activities such as discussions, problem-solving, or group work? Consider “flipping” the class—moving the content coverage to outside the class in order to devote precious in-class time to practice of important course skills. By participating in structured activities in class, the students rehearse aspects of critical thinking with their peers and gauge their own proficiency. There are two considerations for instructors rethinking the use of in-class time.
How will students gain their first exposure to course information and procedures outside of class?
Students may be assigned reading for this content coverage, but other types of media might provide different options. A video can demonstrate a process like pipetting or skill like interpreting a graph, or an audio podcast could give students on-the-go options. Whether you use found content (YouTube, Khan Academy, Jove, or a disciplinary source) or create it yourself, providing first exposure outside of class in alternate formats can help students engage more than reading alone.
How will instructors structure the in-class processing of course content?
Students will use in-class time to actively analyze, argue, or solve problems. The key to “flipping” the class is that students have to be held accountable for doing their outside class content preparation. Be sure to arrange ways students are required to show they learned the content by, for example, writing responses that they bring to class like a “ticket” to enter, taking quizzes either online or in class, or posting blog entries, to name just a few. Just as important is actively using that material to support the activities in class; students must apply that outside content in very concrete ways, practicing the intellectual skills that will help them process the information and integrate it into their growing understanding of class concepts.