There are numerous keys to a quality flip.

**Outside of Class:**1. High quality videos that serve as a lecture for the students. The videos must develop the mathematics/statistics as well as provide a wide variety of examples. The videos could be those supplied by your course materials, but should be supplemented with videos of the instructor.

2. A guided notebook that requires students to take notes from the video lectures. Check that these are filled in by doing a quick check at the start of class.

3. Ideally, there would also be interactive/engaging explorations that require students to engage the mathematics/statistics.

**In Class: **

Key to a high-quality flip are the types of activities one does during class. After all, the students have just received your lecture outside of class. Here are some options:

1. Bare minimum -- have students complete their "homework" in class. Require students to work together so that peer-to-peer instruction takes place. Students have already heard explanations from the instructor's point of view. Peer tutoring allows students to hear information from a different point of view (and not a person of authority). The students doing the instruction develops a better understanding of the material too. We all know that we learn by teaching.

2. Use quality group explorations/activities. This is what I have done. Randomly break students into small groups. Develop explorations/activities that develop the concepts to be learned. Often, these can go beyond the typical lecture. Students use Google Docs to create a single report of their results. This gets graded by the instructor.

3. Use classroom clicker systems to electronically deliver questions to students to assess their understanding of materials learned at home. When students struggle with these questions, the instructor targets a mini-lecture to address the topics students are struggling with. I also use these as an opportunity for peer-to-peer instruction. The clicker system I use allows me to deliver the same question a second time after assigning the students to small groups. I tend to pair students who get different answers. This strikes a discussion among the students and promotes better understanding.

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Michael Sullivan

Sullivan Texts; Joliet Junior College

Joliet IL

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Original Message:

Sent: 09-07-2022 12:50:00

From: Vicki Todd

Subject: IMPACT in Action - Lessons from Flipping

All of my classes have a degree of flipping. Students may have to watch videos and answer questions or complete some basic information sheets. I want students to have an idea of what is going to be taught in class before we talk about it. It is a scary thing to try but has worked well for me.

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Vicki Todd

Southwestern CC

Sylva NC

Original Message:

Sent: 09-05-2022 19:19:47

From: Kim Granger

Subject: IMPACT in Action - Lessons from Flipping

Have you tried flipping a lesson, or perhaps an entire unit or course? Have you participated in a flipped lesson or course as a student? What advice do you have for a math instructor who is preparing to Flip a lesson, unit or course? Or, if you are on the fence hoping to flip soon, what questions do you have for the community about what has worked or has not worked?

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Kim Granger

Professor

St. Louis CC - Wildwood

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