students writing in class December 1

Where Can I Find Flippable Moments in My Classes? [Transcript]

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Integrating flipping strategies into your classroom promotes student engagement, challenges students to address higher levels of Bloom’s Taxonomy, and increases student success and learning.

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students working in group November 30

How Can I Structure a Flipped Lesson? [Transcript]

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There’s more to the flip than just telling students to complete the work before class and then turning them loose when they arrive in the classroom.

Chaos will emerge. Students will get frustrated. You will get overwhelmed. Learning will not happen.

It’s a simple lesson: if you want to flip to good effect, you have to have a strategy. Relieve some of your fears and concerns by using this four-part lesson plan model to organize your flipped classroom and ensure that you’re connecting the pre-class work to the flipped learning experience.

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active learning September 26

The Flipped Classroom Unplugged: Three Tech-Free Strategies for Engaging Students

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Throughout this summer article series, we’ve addressed some of the most frequently asked questions about the flipped classroom in higher education. We’ve shared ideas for student motivation, student engagement, time management, student resistance, and large classes. Since this is the final article in the series, I reviewed my notes and the findings from the Faculty Focus reader survey on flipped classroom trends (2015), and there’s one more topic we need to address: creativity.


Teaching large classes August 22

Flipping Large Classes: Three Strategies to Engage Students

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As we continue our ongoing series focused on the flipped classroom in higher education, it’s time to tackle another frequently asked question: “How can I flip a large class?”

I like this question because it’s not asking whether you can flip a large class, but rather what’s the best way to do it. Faculty who teach large classes are challenged not only by the sheer number of students but also by the physical space in the classroom. Having 100, 200, or 400+ students in class means teaching in large lecture halls with stadium seating and seats that are bolted to the floor. It’s not exactly the ideal space for collaboration and group discussions, so the types of flipped and active learning strategies you can use are more limited.


female professor in front of white board July 11

Five Time-Saving Strategies for the Flipped Classroom

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A few months ago, I heard a podcast by Michael Hyatt, a best-selling author and speaker who helps clients excel in their personal and professional lives. This particular podcast focused on how to “create margins” in life to reduce stress and avoid burnout. Quoting Dr. Richard Swenson’s work, Hyatt defines a margin as “the space between our load and our limits. It is the amount allowed beyond that which is needed. . . . Margin is the gap between rest and exhaustion. . . . Margin is the opposite of overload.”


students working in a group June 13

Managing In-Class Learning Experiences in Flipped Classrooms

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In this ongoing series focused on flipped and active-learning classrooms, we’re taking a deeper look into how to create successful learning experiences for students. We’ve examined how to encourage students to complete pre-class work, how to hold students accountable for pre-class work, and how to connect pre-class work to in-class activities. Now let’s focus on the challenge of managing the in-person learning environment.


focusing activities to engage students May 2

Three Focusing Activities to Engage Students in the First Five Minutes of Class

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In the previous two articles, I shared ideas to address student accountability and student preparation in the flipped classroom. Based on your feedback and emails, getting students to come to class prepared is an ongoing challenge for many of us! In this article, I’d like to keep the conversation going by zeroing in on the importance of the first five minutes of class.


professor in front of large class April 22

Active Learning: Surmounting the Challenges in a Large Class

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“Enabling interaction in a large class seems an insurmountable task.” That’s the observation of a group of faculty members in the math and physics department at the University of Queensland. It’s a feeling shared by many faculty committed to active learning who face classes enrolling 200 students or more. How can you get and keep students engaged in these large, often required courses that build knowledge foundations in our disciplines?



Most popular articles of the year. December 18, 2015

Our Top 15 Teaching and Learning Articles of 2015

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As another year draws to a close, the editorial team at Faculty Focus looks back on some of the most popular articles of the past year. Throughout 2015, we published more than 200 articles. The articles covered a wide range of topics, including assignment strategies, cell phone policies, course design, flipped classrooms, online discussions, student resistance, and grading policies.

In this, our last post of the year, we reveal the top 15 articles for 2015. Each article’s ranking is based on a combination of factors, including e-newsletter open and click rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.