Flipping the classroom after the fact – Cody Brooks, Psychology

Many of us found the value in creating short videos to deliver content to our students this spring. Often, these asynchronous videos were assigned ahead of time in preparation of various types of synchronous class discussions.

For my upper-level psychology class, I flipped the flipped-model. Instead of creating videos to deliver content, I created videos to address students’ misconceptions on various topics. At the beginning of the week, students were assigned readings, then asked to respond via Notebowl to 6-10 questions or issues about the reading. Next, I would read through their responses and noted the misunderstandings or misconceptions students were having. I then created short videos, around six minutes, that would provide examples to clarify the misconceptions. In addition, I could tie material together by referring to previous videos, e.g., “Recall, this is slightly different from what we saw last week, because…” or foreground upcoming material in future videos, e.g, “next week we will see…”

Since it is asynchronous, this approach has the added benefit of being very robust no matter what disruptions we experience this fall, but at the same time responds to students’ needs at that particular time.

Cody Brooks
Associate Professor