Keeping Quiet Students in Mind When Flipping Class Time in BlendFlex

Student Working

Student Working

Most instructors know the concept of the flipped classroom. It is an instructional strategy where students complete readings and watch lectures at home and do assignments and discussions in class. With the shift to BlendFlex teaching, instructors can still apply the flipped classroom concept. Instructors need to carefully plan the flipped class time acknowledging their role has shifted from a lecturer to a designer of learning activities. In addition, creating classes in which all students can learn and feel they belong is key. Here are some tips for creating an active learning environment with a focus on engaging students who might be more introverted and less inclined to want to participate in many of the active and collaborative activities that a flipped classroom promotes.  

Reflection 

The flipped classroom focuses on collaboration and interaction, which can favor the extrovert. Introverts oftentimes prefer working on creative tasks by themselves and therefore, valuable contributions and good ideas from introverts may be missed during the flipped class time. It is important to include opportunities for students to reflect and work on their own in the flipped classroom space. Reflection allows students to think, pause, rethink, make connections to course content and all students can benefit, not just the introverts. Honeycutt and Warren (2014) suggest reflective activities such as think, write, share; writing prompts, and SWOT analysis. 

Paring Up, Peer Instruction, and Poll Everywhere 

Monahan (2013) emphasizes the importance of establishing participation norms early on. One way to ease introverts into active learning is to pair students up at the beginning of the semester.  Assigning partners gives the introvert a personal contact right from the start (Monahan, 2013). Lang (2017) suggests other techniques like peer instruction where the instructor poses questions to the class and asks them to first think about the questions individually and then share their answers with a partner or small group. This practice enables students to consider different perspectives and learn from each other. Lang also discovered that integrating anonymous online polling, such as Poll Everywhere, worked well to liven up the class and engage quiet students, in particular.  

Small Group Activity  

When the students are required to participate in higher level learning activities, such as case studies and problem-solving, small group activities is a good choice. Like the other strategies mentioned, small group activities work well for all students. Novicki (2016) shares some tips for facilitating introvert participation including:  

  • Provide structured activities that facilitate equal participation.  
  • Allot time for students to reflect individually before responding. 
  • Given students clear roles and designated timeframe for the activities.  
  • Allow students to take turns with different roles like group leader, recorder, and reporter. 

In addition to these tips, Novicki (2016) describes a variety of small group activities that appeal to all students such as rally round, round robin, numbered heads together, think pair share, and jigsaw.   

The essential goal of flipped class time is to maximize learning for all students, including those introverts, not to flip quiet students out, and to help students develop important skills that they will need for their future careers such as teamwork, problem solving, and interpersonal communication.   

References 

Honeycutt, B. & Warren, E. (February 17, 2014). The flipped classroom: Tips for integrating moments of reflection. Faculty Focus. Magna Publications. Available online http://info.magnapubs.com/blog/articles/instructional-design/flipped-classroom-tips-integrating-moments-reflection/ 

Lang, J. (December 12, 2017). How peer instruction and polling have changed my teaching. The Chronicle of Higher Education. Available online https://www.chronicle.com/article/how-peer-instruction-and-polling-have-changed-my-teaching/?cid=gen_sign_in 

Monahan, N. (October 28, 2013). Keeping introverts in mind in your active learning class. Faculty Focus. Magna Publications. Available online http://www.facultyfocus.com/articles/teaching-and-learning/keeping-introverts-in-mind-in-your-active-learning-classroom/ 

Novicki, A. (January 21, 2016). Introverts can thrive with group work. Duke Learning Innovation. Available online https://learninginnovation.duke.edu/blog/2016/01/introverts-thrive-with-group-work/