User:Glaudeman040/sandbox

Examples of Flipped Classrooms In the College Setting

 * Medical Classroom: In multiple classrooms, short videos about the current medical topic, rheumatology, that was being taught in the class were created and uploaded to youtube or emailed to students for a medical class. The students were to watch the videos before attending lecture. The lecture class was then used to focus on application of the material learned in the videos through case studies and activities in order to give students a more interactive type of learning in the classroom. In order to enforce the use of videos for pre-lecture, students were asked to take a quiz or complete a homework assignment and turn it in before class.
 * College English Reading: The flipped classroom method of teaching was implemented in an English reading course for 16 weeks per semester. Teaching with the use of audio outside of the classroom was utilized through videos paired with information slides. Online resources were also supplied. The videos supplemented the readings and allowed for more analysis and participation in class, and they included background knowledge of the subject and analytical questions to be discussed in class. A study-guide was provided for each video so that students could come prepared to class. Some classes included software that combined all of the resources accessible by students for the material that was assigned outside of the class period. The software also included small tests in order to assess a student's understanding of video material.
 * Soil Physics: In one instance, the flipped classroom technique was implemented in a physics classroom. The pre-Lecture videos were not made specifically by the teacher, but instead they were downloaded from other databases like Ted, Youtube, and Khan Academy. Before class, students were supposed to watch the video lecture, take a quiz, and write down any questions they had. During class, the information in the videos was applied to questions through group/discussion activities and hands-on simulations. Students were also encouraged to attend other public lectures about soil physics to gain more information.
 * Chemistry: In a chemistry class, pre-lecture materials were distributed through Moodle and Youtube. In class, students independently completed problems while the professor acted as a guide in case anyone needed assistance. Along with practice problems, labs were also completed during regular class time, and workshops about choosing the appropriate approach, prediction of order and . Study materials for tests were administered through the videos in order to prepare students for assessments. In the chemistry setting, only certain topics were flipped. For example, the flipped classroom technique was implemented for chromatography and electrophoresis, but the traditional classroom teaching method was used for the topics of absorbance and emission and spectroscopy. The lecture videos went over the theory, instrumentation and explanation of the flipped topics. Administered exams for the flipped topics were then based more on what was done in class than the lecture videos.