Step 3: Inside the classroom

When you want to flip the classroom, there are 4 steps you need to follow. This course contains the third step: Lecture inside the classroom. Your task as a teacher/trainer/coach and the right way to interact with your students will be explained, based on a concrete example of a lecture about 'feedback'. 

Changing role of the teacher/trainer/coach

What a teacher/trainer/coach needs to do

A teacher/trainer/coach in a flipped classroom his role changes. You will need to modify your teaching/training/coaching strategies so the learner will obtain higher order learning skills. 

In the Flipped Classroom, where you create an environment where students learn form each other and at their own pace, the  becomes the guide off to the side. He acts more like , helping and guiding small groups and individuals toward learning success. When you provide a quiz at the end of the lecture you can form the groups based on the score of this test so you have an overview of which groups need additional coaching. The challenge for the teacher/trainer/coach is to engage students in authentic and meaningful activities that their knowledge of both content and pedagogy. Learners need a teacher who really knows the subject, an expert, and can help them make sense of the content. Because of the extra class time, the teacher/trainer/coach can foster in the learners like analyzing, applying, synthesis and evaluation, through different activities of (e.g. problem solving, role playing, discussion...). This can mean not all students are working on the same task at the same time, this way the teacher/trainer/coach can meet the individual learning needs of the students. At the end of the activity, bring all groups back together so that you can debrief the key objectives, ask questions to the learners and foster a discussion rather than a lecture.

Class activities

Activities

The last step of flipping the classroom takes place in the classroom itself, in interaction with the teacher/trainer/coach. The learners will engage in different activities in the classroom. The activities in a flipped classroom will differ from the activities in a traditional classroom because the teacher/trainer/coach focuses on the higher order learning skills. Two examples of how activities can be organized in de flipped classroom can be find below:

1. Discussion: the learners will enter a conversation in little groups and talk about the topic 'feedback'. You as a teacher/trainer/coach can guide the discussion by providing some questions:

     - How can you give effective feedback?

     - What is the difference between evaluation and feedback?

     - What do you have to keep in mind when you receive feedback?

2. Worksheet: give the learners an overview of the different assignments that they can solve independently:

     - Make a sketch of a situation where some receives good and constructive feedback

     - Make a sketch of a situation where some receives bad and destructive feedback

     - Let them see a movie about good and bad feedback (like one in the videolectures) and start a                       discussion about why it was good or bad

     - Based on a script, do a role play with a classmate where someone gives and receives feedback, and             let two other students watch and give comments. Afterwards, switch the roles.

Match the activity with the right explanation
  • Discussion
    a conversation about a question in an open debate
  • Worksheet
    students work independently on different assignments at their own pace
  • Role play
    Act and speak as a character to practice some skills

Assessment

Because of the the different way of teaching/training/coaching in a flipped classroom, it is recommended to adapt the assessment on this way of working. So it is necessary to implement teamwork friendly assessment, group based assessment and instant feedback. ‚ÄčAn example of a way to assess the learners is showed below. As a teacher/trainer/coach, you can give your students a chart with "good feedback" and "bad feedback", "receiver" and "giver". Than you can let the learners make notes on post-it's about what they have learned op giving and receiving feedback and let them (in group discussion) paste the right post-its on the right place in the table. At the end of a section you can organize a bigger test to assess the overall knowledge. If it fits in the context, it is possible to let the learners work together on this test, to keep the discussion and conversation element going. 

  • Listen attentively
  • Defend yourself strongly
  • Short and to the point
  • Be destructive

Incentives

Flipping the classroom is not an easy proces. The role of the teacher/trainer/coach is changing and  there is also more variation in assignments given in class. Furthermore you need to keep your learners motivated and secure their own responsibility and autonomy. Giving incentives can be useful in this proces. When giving the assignments it is recommended to start simple and gradually take your task to a higher level of difficulty. For every level you can give your learners a sort of a reward (e.g. an imaginary medal or trophy) to keep them motivated and engaged.