Wednesday, March 28
4:55 PM-5:15 PM
Edison B

Parallels between flipping a PANCAKE and flipping a COURSE: Reflective practice on the flipping processes

Best Practices ID: 52713
  1. aaa
    Natalie A. Johnson-Leslie
    Arkansas State University
  2. aaa
    H. Steve Leslie
    Arkansas State University

Abstract: Reflective practice is an integral part of making any changes in the college classroom to facilitate technology integration. With the plethora of technology available to today’s 21st century students, teaching cannot continue in the same old traditional way as 50 years ago. Reflecting on action was vital to flipping a traditional course to facilitate technology integration. The purpose of this article is to present a personal narrative of a rigorous, coherent, and credible data through the eyes of a college instructor willing to flip a class like a chef flips a pancake. The instructor found that reflective practice required deliberate, consistent and purposeful action by the reflective practitioner. A total of 205 teacher candidates took this class and were surveyed over a period of six semesters. Mixed results indicated that participants were willing to explore the flipped model. Hurdles to clear included instructor flipping thinking, technology accessibility, choosing and refining the time to flip the class as well as training and support. Upon reflection of the time and talent required to flip a course successfully, the instructor concluded there were parallels between flipping a pancake and flipping a course successfully.

No presider for this session.


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