Sunday, July 30, 2017
Advice on flipping the classroom from my colleague Michele Pistone at Best Practices for Legal Education (July 14, 2017) (abridged):
- What topics do you want to flip?
Before you begin, identify the topics that you typically cover for which the flipped classroom model would make the most sense in the course.
2. You don’t have to produce all of the videos.
Don’t be reluctant to assign video content produced by other professors Visit legaledweb.com for a collection of videos prepared by leading law faculty.
3.Begin with planning what will be “flipped in” rather than what will be flipped out.
Plan what you want to do with the additional face-to-face time with students that blended learning will afford. This is the point of having a flipped classroom. For example, consider adding new activities into the classroom (such as interviewing, negotiation or drafting exercises) that hone practical lawyering skills and competencies.
4.Produce chunked, short video content
Research shows that effective videos do not exceed 5-8 minutes in length, and some are even shorter.
5. Hold the students responsible for watching the videos.
Start each class with an assumption that the students watched the video. That will create an expectation for the group. Start the class by expanding on the videos lessons and assigning activities/discussions that ask students to use the theories learned from the videos actively through role plays, simulations, small group work or Socratic dialogue.
You can read more here.