Planning for a flipped classroom
Use Blooms Taxonomy to help support you in the planning of activities that match the correct level of higher order thinking skills. The Blooms Taxonomy learning resource in the Staff Support Portal has examples of activities and outputs at the various levels of the cognitive domain.
The Flipped Classroom is really about completing much of the lower levels of Blooms, such as knowledge and comprehension, at home and demonstrating the understanding of the more complex higher order skills of application, analysis, synthesis and evaluation in a physical or virtual classroom environment where targeted support can be given.
Home learning content
The home learning content consists of the material that you would deliver in class in a face to face or VC lecture. The lecture may have been placed into a video format by either filming a lecture, recording a lecture through a desktop facility such as Camtasia Relay or by converting a PowerPoint presentation with audio voiceover into a video with Office Mix.
However it is not essential that the home learning content is presented in video format. It may also consist of recommended readings, activities, workbooks, reports or case studies. The important factor is that whatever the format of the learning material, the required knowledge is available to the student and addresses the learning outcomes of the module/unit descriptor.
The class activities in a flipped classroom model are used to deepen or clarify understanding of the core learning material through discussion with peers and activities facilitated by tutors.
The production of class activities does not require a large quantity of ‘writing time’ but rather ‘thinking time’, in order to devise meaningful and good quality resources. Planning the classroom activities for a Flipped Classroom model may take more time than for the traditional ‘chalk and talk’ but this results in quality learning by the students through ‘doing’ rather than ‘sitting and listening’. Using an iterative process, activities are revised and improved continually with the input of students and peers.
All efforts have been made to ensure materials created by the EDU comply with current accessibility guidelines (JISC: Support for learners with disabilities).
If further assistance is required with accessibility matters please contact the student support section in your academic partner UHI: Accessing learner support.
We welcome any comments on how to improve this unit. Please feel free to pass these on at any time.
If you have any difficulty viewing this resource please contact EDU (email@example.com) with:
- the name of the resource;
- a description of the problem (please give as much detail as possible);
- the section of the resource where the problem occurred;
- your internet browser (you can check your browser version at: http://detectmybrowser.com/).
UHI provides links to external sources of information and may refer to specific Web sites, products, processes or services within this resource. Such references are examples and are not endorsements and whilst every effort is taken to ensure the accuracy of information provided UHI is not responsible for any of the content or guidance. You are advised to exercise caution.
Pause for thought
Download a copy of this resource in PDF format.
You can also print individual pages by printing directly from the browser.