Beyond Traditional Classroom

For in-person courses, one helpful strategy to consider is a concept called flipping the classroom. It transforms the way that in-class and out-of-class time is spent. Traditionally, instructors use in-class time to deliver new content, and students use out-of-class time to work on assignments. Flipping this model asks students to learn new content out-of-class through media, recorded lectures, readings, and other sources, and spend in-class time applying that content together, usually in small groups. In this flipped model, instructors become guides and coaches, supporting students' learning during application, offering immediate feedback, and at times sharing mini-lectures to clarify common misconceptions or areas of need that emerge. This approach does require that content be built out ahead of time for students before each class session. Consider using existing sources, leveraging possible partnerships, and over time, developing your material.

Traditional Classroom: Students attend lecture in class, then student does homework activities individually. Flipped Classroom: Student views video lecture on laptop, then class engages in activities supervised by an instructor.

Supports Adult Learning

Flipping the classroom shifts the activity in the classroom from the instructor-led to student-led. In a flipped classroom, the instructor designs and facilitates a learning opportunity, and the student learns through application. By flipping the classroom, the student is set up to engage in learning in a more self-directed way. How will they apply what they've learned? What choices will they make when applying what they learned? What approach will they take to prepare for the learning experience, and in reflecting on the learning experience after the fact?

This flipped classroom experience gives much more agency to the student, and by exercising that agency, it more closely resembles the real-life scenarios that students will encounter after graduation or in their current workplace. By coming closer to the type of situational learning a student will find on the job, the relevance of the activity is also heightened, which increases interest and motivation for the students to learn more.

For example, in preparation for the first lesson on reading comprehension in a language and literacy course, the instructor asks students to watch a series of short recorded lectures, read an article, and watch several example videos of teachers in classrooms enacting the practices.

The instructor also asks them to select and bring in one or more children's books from their local library or another source according to criteria listed in the lesson. At the beginning of the class session, the instructor conducts a short knowledge check quiz with both fact and video analysis questions.

After collecting individual responses, the instructor then asks small groups of students to discuss and come to a consensus on answers. After showing the correct answers to the class, the instructor guides a discussion about any confusion, re-watching videos together as a class as needed, and pausing to analyze the moments related to supporting reading comprehension. Students then spend time together, using one book they brought to plan for a read-aloud they will conduct with a child (or children) later. They may be creating a lesson plan or putting sticky notes in the book with questions and prompts.

During this time, the instructor joins each group and offers support and guidance about the plans. If the instructor notices a common misconception or question, the instructor calls the group back together briefly to offer another explanation. By the end of class, students must submit a draft read-aloud plan.

After enacting their read-aloud plan and capturing it on video, a later course session may offer small groups or pairs of students the chance to share and watch their videos, offering peer feedback.

Reflect on the following strategies for preparing online content

Use existing sources
Over time, develop your own material
Leverage any possible partnerships for content development (instructional designers, technology support)