Where would a flipped approach work in my module?
There are many ways in which flipped learning can be incorporated into your existing teaching and learning, but it can be challenging to know where to begin.
A good starting place is to reflect on your existing programme or module and identify if there are any key pinch-points or ‘blockers’.
Select the tabs below to see examples of things to look out for. Once you have identified some pinch-points, you can begin to assess how applying a flipped-learning approach could help.
Are there stages in the module where synchronous staff-student contact is taken-up with relatively repetitive or mechanistic sessions? Could this be more useful re-figured as asynchronous independent study?
Examples can include induction-type presentations; introductions to particular systems, processes and procedures; or sessions focussed on introducing students to the set-up and basic use of tools such as new software.
Are there particular sessions where it is often difficult to secure student engagement?
Is this because there are high-entry knowledge thresholds that inhibit the flow of teaching – i.e. students need to have greater knowledge before they can effectively participate?
Are there points in the module where the syllabus content feels especially ‘packed’ and it is often challenging to cover the necessary ground in the time available?
Indicators can include running out of time during synchronous teaching, students following up with a large number of post-session questions, or needing to revisit the same ground in subsequent sessions.
Are there stages in the module where you feel particularly locked into ‘content delivery’?
Are there sessions where you would prefer to focus your synchronous time on helping students make connections, and/or engaging them through critical thinking, debate, or problem solving?
Are there points in the module cycle that present particular challenges in terms of timetabling staff and/or scheduling access to facilities?
Are there any teaching events during the module cycle that are especially complex to schedule, e.g. because they require multiple teaching and technical staff, access to specific facilities or equipment, etc.?