Traditional Flipped Model

Select a Teaching Model

In this model, content (lectures, videos, readings) is delivered online, outside of class. During the in-person classes instructors meet with the class for discussion and/or activities, following social distancing guidelines. Students may be asked to prepare for in-person sessions by submitting questions, responses, or low-stakes assessments in advance.

Best for

This model may be a good choice if you prefer to:

Run small-group discussions or activities (much like a small group seminar)
Teach using active learning methods such as problem-based learning, inquiry method or project-based learning
Teach a lab, performance, or activities class
Conduct an independent study or a tutorial class
AND have a classroom that will hold the entire class at one time following social distancing guidelines.

Registrar Classification:

This model is available to courses that are classified as “Lecture” by the Registrar in Banner.

Please visit each of the following steps for additional information.

PLAN

Faculty can return to a traditional flipped teaching style as long as the classroom to which they are assigned can hold the entire class within social distancing guidelines and the room capacities set by Facilities and the Deans. If you teach a class of more than 50 students you may not use this method as large classrooms, regardless of size, have been capped at 50.

The planning process is critically important when teaching using the Flipped model. The most important part of the planning is to decide what will be best done outside of class (online) vs. what is best done in the face-to-face, socially distanced classroom. Remember, always go back to your course objectives and student learning outcomes (SLOs) when making decisions.

You also must decide how many student groups you will need and on what days they will attend (as this method requires that you divide your students into smaller groups for social distancing purposes; this must be communicated to the students before the first day of class)

Use the Hybrid Course Planning Worksheet (Google Doc) to help you plan for your class. This is a Google Doc and you will be prompted to make a copy into your own Google Drive.
Use the Hybrid Course Planning Worksheet (PDF) to help you plan your class if you do not use Google Docs/Drive.

PREPARE

There are several skills that you will need to know to be successful in this model.

To record your online lectures	Record with shared screen on Zoom Take videos from your phone to Google Drive, OAKS, VT, and Youtube
To add readings, videos, etc. into OAKS for your students	OAKS Content
Frequent yet easy communication with students	https://www.remind.com/ (Remind Tutorial) OAKS News – text-based, video
Socially distant group work	How to use the CofC Google Drive • Shared Google Docs for planning Online meeting through Zoom REMEMBER: students may NOT rearrange the seats in the room for group work. All seating must stay in the same configuration as the first day of class for social distancing purposes.
Peer Review	Google Doc Review Peer Mark Tutorial

COMMUNICATE

Whether your class is fully face-to-face, fully online, or a mix of both, communication between students and faculty is so important. In this model, it’s important that you maintain communication with your students. This is easily done via the OAKS News tool.

- You need to be clear about the amount of time spent in class and out of class and communicate that to your students.
- You need to know your “why.” Why are you having them come to class for the activities and discussions? Why are these important?
- Create the expectation for students to come to class prepared for study and social distancing. Online assignments carry over into in-class content sessions (be prepared or your in-class grade will suffer).

For more ways to communicate, check out our Communication Tips.

For tips for what to include in your syllabus see the Syllabus section of this website.

CONSIDER THIS

Make sure all inside and outside activities include Deliverables. Deliverables are the pieces that students must submit to fully complete the assignment and get full credit for their work.

The purpose of a deliverable is to:

Ensure that the student does the work (reading, watching video, participating in group work).
Ask the student to recall or reflect on their learning in order to prepare for assessments, discussions, or group activities. Some examples include: reflection question on readings, short quiz on lectures, an assignment, a reflection document, an exit slip, or an entrance slip.)
These deliverables don’t have to be graded. They can merely count toward participation.
Have students lead the discussion in class. See the Student Led In-Class Discussions Guide. Ask students to create their own talking points: Bloom’s Taxonomy Question Generator

Exclamation

Please don’t forget that you need a Plan B in case you or some of your students are quarantined. Also don’t forget that the last week of the semester, and the final exam, will be fully online, so plan accordingly.