FLIPPING THE CLASSROOM FOR HEALTH PROFESSIONS
The University of Findlay (UNITED STATES)
“Flipping the classroom” has become something of a buzzword and gaining momentum in the last several years. (Berrett, 2012). In essence, “flipping the classroom” entails students learning new material (gaining exposure) outside of the classroom through voice over power points or assigned readings and then using class time to apply (processing) that knowledge through the use of problem solving, and critical thinking activities (Brame, 2013). In order to ensure that students take the preliminary steps of learning the material, educators propose an assignment where students have to produce work demonstrating they completed the readings prior to class. Using processing activities in the classroom, educators and peers then provide immediate feedback directly to students reducing the need for the instructor to provide extensive written feedback. Flipping the classroom technique compliments Bloom’s Taxonomy in that students are responsible for lower level tasks of remembering and understanding outside of the classroom and the classroom environment supports the application, analyzing, evaluating and creating. Such a model promotes critical thinking and problem solving.
The Flipped Classroom is a form of blended learning in which students learn content online by watching video lectures, usually at home. What used to be homework (readings, guided reflections, etc) can now be done in class with teachers and students discussing and solving questions instead. The traditional lecture is at a minimum. In flip teaching, the students first study the topic by themselves, typically using video lectures or narrated powerpoints prepared by the teacher. In class time is used to apply the knowledge by doing case studies, solving problems through extended dialogues and participation in lab activities. Flipping changes teachers from “sage on the stage” to “guide on the side”, allowing the instructor to work with individuals or groups of students more closely throughout the session. Flipped classrooms free class time for hands-on work. Students learn by doing and asking questions. Students can also help each other, a process that benefits both the advanced and less advanced learners.The increase of teacher-student interaction during class time is what characterizes its success (White, 2012).
The occupational therapy program has two formats of delivery – the Traditional and Weekend. The weekend format offers limited face to face contact with students. This is the group of students our faculty first pioneered the flipped classroom techniques with. Positive responses from students has led to further integration of this method throughout both formats of the program. This presentation will provide a brief overview of the flipped classroom and share the experiences of faculty who have used the technique with good success.
 Berrett D (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education, Feb. 19, 2012.
 Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved Monday, May 18, 2015 from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
 White, D. (2011). Literature justification for blended/reverse instruction. Unpublished raw data, Liberty University, Lynchburg, Virginia.