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More flipped Q&A

Posted on: September 23, 2015

Over the last two weeks, I had the privilege of conducting two workshops for groups of motivated instructors from a local institute of higher learning.

As usual, they had a slew of questions. While I think I was able to address some of them during the workshops, there were others that were submitted to me via a Google Form that I did not get to. This is my attempt to answer those questions.

How to measure the effectiveness of flip classroom teaching & learning?

You might be tempted to say test the learners. I say let us not feed the test machine because it is fat, lazy, and greedy. Tests are not necessarily the standard for the effectiveness of flipping.

This question is also about two aspects: Teaching and learning. Teaching does not necessarily lead to learning. Ideally this is the case in the flipped classroom (which focuses on the teacher’s efforts); this is not necessarily the case in flipped learning (which focuses on the learners’ efforts).

However, to get a measure of effectiveness of both the flipped classroom and flipped, learning, you might consider:

  • increased attendance (reduced truancy);
  • increased motivation or interest in a subject;
  • more critical and creative thinking, and better attitudes.

In other words, I recommend operating outside the test box because flipping is an opportunity to do things differently.

How do we assess whether students are able to grasp the particular learning outcome from flipped classroom learning?

If you have academic outcomes that need to be addressed, you might approach this the same way as non-flipped courses. You could do this as long as those approaches do not undermine the flipping efforts.

For example, no or low stakes quizzes might be fine if you design them for formative assessment and just-in-time teaching. But if you and your students only need to prepare for a single major test, then both of you will rationalize that everything else is not important. You will then focus only on the test results.

Instead, design for formative feedback and measures of change in attitudes, behaviours, and performance. This might involve the inputs and approval of administrators and policymakers, and this is how flipping can be a strategic key element in systemic change.

If a student did not read or prepare the materials in advance (regardless of reasons), how can facilitaton be continued when the class meets


How to avoid re-teaching the “flipped content” when learners come back to class unprepared (not read or viewed or attempted pre-lesson activities)


How to motivate students to do flipped learning when they want to be spoon fed all the time?

Reduce the urge to re-deliver content; it is the students’ responsibility to consume content outside class in a flipped classroom. If you re-deliver, you undo your efforts to flip and undermine the efforts of the students who did their part.

Instead you could:

  1. apply social pressure by not repeating the content;
  2. not punish students who had legitimate reasons for not consuming content beforehand by creating a learning station or corner for that purpose;
  3. design for flipped learning (make the learner the content creator and teacher) instead of relying on the flipped classroom model.

Flipping requires that you starve an old and irrelevant monster. Feed it and it will gain strength and take control again.

Is flipped learning suitable for Year 1 Sem 1 students (freshie)?

The flipped classroom and flipped learning is not dependent on age, ability, or aptitude. It is up to the creativity and care of the teacher who flips his or her classroom. Anyone can and should create and teach content, and that is why teachers should flip the learning.

When a group of students have prepared the content and they are presenting, how to get the other students interested in their presentation?

This is not just an issue of the flipped classroom. You cannot make anyone interested in something they have no stake in. So create that sense of ownership and give it to them. How you do this is a function of your experience, creativity, and care for your learners.

How to design flipped learning effectively if my class consists of students of diverse learning abilities/motivation?

The method I modelled was to use station-based learning. The stations were pitched at different levels and needs, but were designed with the same learning outcomes.

Another important method is projects where students learn by creating content and teaching based on where they are at and with something they can relate to.

What motivations are there for students to look at the materials outside of their official classroom hours?

If they have no stake or interest in it, frankly none. You are asking them to watch, read, or listen to your content or your interest. That is a function of teaching.

Focusing on the learner and learning is about figuring out what makes our students tick. Instead of answers, I ask some questions in return:

  • What makes them gravitate towards YouTube videos?
  • Why do they want to spend time on certain forms of social media?
  • How to they get the energy to pursue their passions?

4 Responses to "More flipped Q&A"

Wei: RT @ashley: Faculty ask questions on #flipclass & flipped learning,…. #edsg via


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