This guide contains several articles related to flipped classrooms, including: How ‘Flipping’ the Classroom Can Improve the Traditional Lecture, Inside the Flipped Classroom, It’s a Flipping Revolution, Toward a Common Definition of ‘Flipped Learning’, Flipped Learning Skepticism: Do Students Want to Have Lectures?, Physicists Eagerly Try New Teaching Methods but Often Drop Them, Study Finds, and When a Flipped-Classroom Pioneer Hands Off His Video Lectures, This Is What Happens. It also contains some links to additional resources which maybe useful in designing a flipped classroom.
Chronicle of Higher Education, The (2015, January). “A Guide to the Flipped Classroom.” The Chronicle of Higher Education. http://chronicle.com/article/A-Guide-to-the-Flipped/151039/
This article describes flipping the classroom with a blended learning approach and how it is being used at several universities across the country, including UW Madison.
Loftus, Margaret (2013, September). “Keep the Lecture, Lose the Lectern.” ASEE Prism. http://www.asee-prism.org/featured-story-4/
This article describes the role active learning has in closing the achievement gap.
Pérez-peña, Richard (2014, September 2). “Active Role in Class Helps Black and First-Generation College Students, Study Says.” The New York Times. http://www.nytimes.com/2014/09/03/education/active-learning-study.html.
In this article, Tina Rosenburg describes an instructional design method where subject mastery is the constant and time is the variable. In this ‘Flipped Mastery’ instructional design method students must master course content before moving on to the next topic or set of skills. Rosenburg briefly describes the history of this type of learning and provides links to information about its success.
Rosenburg, Tina (2013, October 23). “In ‘Flipped’ Classrooms, a Method for Mastery.” Opinionator. Retrieved July 30, 2015. http://opinionator.blogs.nytimes.com/2013/10/23/in-flipped-classrooms-a-method-for-mastery/.
Carl Weiman’s article theorizes a shift active learning methods in Science, Technology, Engineering and Mathematics (STEM) courses would lend to student improvement in these areas of study. Weiman explores the correlation between improved student outcomes and active learning methods.
Weiman, Carl E (2014, June 10). “Large-Scale Comparison of Science Teaching Methods Sends Clear Message.” Proceedings of the National Academy of Sciences of the United States of America, vol.111, no. 23, pp. 8319-8320. http://www.pnas.org/content/111/23/8319.full.pdf