1. The Flipped Classroom:
a Real Life Adventure in
Engaging Students
M A RG A RET FA I N : COA STA L CA ROL I N A U N I V ERSITY
&
A M A N DA FOST E R: WA K E FOR EST U N I V ERSI TY

2. How familiar are you with the concept of
a flipped classroom?
1. Not very familiar
2. I know what it is, but haven’t tried it yet
3. I’ve use a flipped classroom model before

3. What is a flipped classroom?
o Primary content delivery takes place outside the classroom
o Traditional “homework” takes place in the classroom
o Emphasis is on applying knowledge through active learning

4. Why did we use a flipped classroom?
o 2nd version of a one-credit course
o 1st version
o Too much lecture
o Too little hands on
o 50 minutes of active learning
o Greater retention of information
o Increased engagement of students

5. Tools and strategies for a flipped
classroom
o Video capture
o Podcasts
o Readings

6. How We Designed It
Video
Text
Pros
• Novel
• More engaging
• More effective for visual
learners
• Easier to revise
• Familiar format
• Could include existing
videos
Cons
• Harder to revise
• Librarians not comfortable
being filmed
• Accessibility
• Lack of engagement with
text
o We decided to use text

7. Designing the Course
o Student Learning Outcomes
o Grouped SLO’s around major research concepts
o Major research concepts turned into 9 lessons
o Each lesson had an accompanying textbook chapter
o 3-4 Research workshops

8. Nine Lessons
1.
Introduction
2.
Information Cycle
3.
Evaluating Sources
4.
Popular, Scholarly, and Trade Journals
5.
Academic Integrity and Plagiarism
6.
Library Reference Sources
7.
Research Process and Research Questions
8.
Keywords
9.
Mining Sources

9. Writing the Textbook
o 3-4 page chapters
o Non-librarian lingo
o Incorporated visual components
including existing videos, illustrations,
and comics

10. Reinforcing Concepts Learned
o Quizzes on the textbook reading
o Active learning exercises were directly related to the concepts learned
o Journal reflections on concepts for homework

11. “Typical” Flipped Classroom Lesson Plan
Evaluating Sources
Time
Activity
5-10 min.
Quiz
5 min.
Review of previous lesson and/or homework
15 min.
Group Activity
• Students create a list of evaluation criteria on whiteboards
• Share list with the class
• Instructor adds additional criteria if missed
20 min.
Group Activity
• Students review real websites and judge their credibility
5 min.
Assign Journal Reflection

12. Now You Try It!
Work with the people around you to:
o Develop 1-2 activities to teach the concepts from the Scholarly, Popular, and
Trade video and chapter.
o Develop one potential journaling topic

13. Share What You Came Up With!

14. How Did Student’s Respond?
o Receptive vs. Resistance

15. Learner-Centered Teaching
o The role of the teacher
o The role of the student
o The role of the content
Weimer, Maryellen. Learner-Centered Teaching. San Francisco: Wiley, 2013. Print.

16. Lessons Learned
o Student preparation
o Focus on hands-on learning
o Knowledge is transmitted

17. Adapting to One-Shot Instruction
o Giving students a “textbook for the day”
o Pre-assigned “library homework” from the professor to use a jumping off
point
o Videos in research guides
o What other ideas have you tried to flip your one-shot instruction?