O :

I
T N P,
LU TIO LI O
F
O
C U
G
V
E RU O R
N T Y VE
A S E E
IN NC N
O O U K!
Y AC
B
JE

&

IC

E
L

IC

IN

I,

E
T

M
2

M
0

U
1

IT

AMYS EVOLUTION

1995 2006 Lecture + Instructor-designed in-class

activities + graphing calculator

2003 2006 Facilitated online courses. The shells

were created by someone else

2013 Amys husband introduces her to the Kahn

Academy and the concept of the flipped classroom

2014 Flip one day of Math 1148 to mitigate the

effects of staff service day on already packed
schedule.

2014 Wrote a literature review and analysis of the

flipped classroom model for a course she was taking

AMYS FLIP
Students watched relevant sections from Kahn
Academy and used a guided note taking form.
Students work on regular textbook homework
in class.
While students are working on the homework in
groups, Amy walks around and helps those who
are struggling.
Each group shares a problem on the board or
Elmo.

BEST PRACTICES BASED ON RESEARCH

Make sure your videos/media are clearly aligned with classroom

activitiesstudents will not make the jump by themselves.

Communicate the change in structure to your students and the

rationale behind it.

Give some sort of motivation for the students to do the preclass

learning: notes or a short quiz at the beginning of class

Podcasts/video lectures should be less than 20 minutes in length.

Break longer lectures into short segments!

Help students work in groups: do ice breakers, assign group roles,

etc.

Give an end-of-class assessment to keep students there.

THANK YOU FOR COMING TO OUR

FLIPPING PRESENTATION!!!!
Jessica Lickeri, Assistant Professor (
jlickeri@cscc.edu)
Amy Keyser, Adjunct Faculty
(akeyser@cscc.edu)
Theresa Kegley, Annually Contracted Faculty (
tkegley@cscc.edu)