Guest Post: Ready to FLIP Your OM Class?
Our Guest Post today comes from Dr. Barbi Honeycutt, who is a professor at North Carolina State University. An expert in flipped classes, her email is: firstname.lastname@example.org
FLIP means Focus on your Learners by Involving them in the Process. In this model, pre-class work focuses on the lower levels of Bloom’s Taxonomy and the in-class work focuses on its higher levels. We want to integrate active learning strategies to involve learners in the process of applying, analyzing, and creating knowledge during class time. Students work through foundational material prior to class so the time spent in class becomes more valuable as they explore higher levels of analysis.
What do we mean when we say we want students to be prepared? In the flipped classroom, it’s critical for you to clarify exactly what being prepared means and what the expectations are. For example, if you assign a chapter for your students to “read before class” or tell them to “come to class prepared to discuss the chapter,” can you be more specific? What information will be used during class time? How will it be used? Also, many instructors use video in their flipped classrooms. The same questions apply. It’s not enough to say “watch the Heizer/Render video on Layout at Arnold Palmer Hospital” and expect students to magically know what to look for. What do you want students to do after watching the video?
Once you clarify what you want students to actually DO prior to class, then what? Here are 2 strategies you can integrate into your flipped class. (1) Ticket to enter: If you asked students to complete a task as part of their pre-class work, make sure it’s something they can bring with them and use as a “ticket” to enter class that day. For example, ask students to write 3 questions they have from the video. As they enter the classroom, ask them to hand in their ticket to enter class. (2) Pass-the-problem cheat sheet: If you have several problems or cases you want students to solve or analyze, try the Pass the Problem strategy. To prepare for this activity, ask students to come to class with a one-page “cheat sheet,” which will be the only resource they can use to solve the problem. Using the cheat sheet in this way also allows students to collaborate and develop sheets as a group.