How to flip and not flop


‘Molas’ woven by Kuna indigenous women, Panama and Colombia


Some lessons I have learned throughout this experiment with flipped learning:

allow ‘lots of preparation time’ for materials and online lectures – front-end loading is where most of the work is; the students (and you) may exhibit some resistance to the flipped classroom at first because it is not what you are used to (but hang in there – seek advice);  the real trick is the tutorial dynamic – it needs to work and sustain interest and students need to learn, so vary activities and be prepared to change direction if it’s not working; learn to understand group formation and dynamics to better ensure the tutorial works (group work involves, among other things, communication, conflict management and collective problem-solving skill); think about your key learning objectives – make sure the groundwork (online lectures and set readings and other outside-classroom preparatory activities) actually match the specific tutorial learning goals/objectives; if teaching a humanities-social science subject like this one, make sure online lectures clearly explain any ‘heavy-duty’ concepts; link short online quizzes or other such tests to online lectures to ensure they are being done; review and evaluate as the subject progresses – don’t just wait until the end.