Creating A Flipped Classroom

A flipped classroom shifts foundational learning outside of class and uses in-person time for active, applied, or problem-based learning. In life sciences, where conceptual understanding and scientific thinking are essential, a flipped approach can deepen comprehension, improve engagement, and create more opportunities for hands-on practice. This guide outlines strategies and tools for flipping your course effectively, whether lecture-based, lab-based, or discussion-based. 

Preparing Students for the Flip (Pre-Class Work)

The success of a flipped course depends on structured, meaningful pre-class activities.

Curate or Create Short, Targeted Content

Students should arrive to class with foundational knowledge.

• Record brief (5-10 minute) concept videos or use vetted resources (x, y, z)
• Chunk content into essential “micro-lessons”
• Provide clear learning objectives for each pre-class module

Add Low-Stakes Accountability

Ensure students engage with the material before class.

• Use Canvas quizzes that check basic comprehension
• Prompt quick reflections (“What’s one question you still have?”)
• Assign short annotation tasks for pre-readings. For online classes, consider Harmonize. Learn more about Harmonize here!

Connect Pre-Class Work to In-Class Application

Make expectations explicit.

• Start class with a brief retrieval warm-up based on pre-class concepts
• Provide a roadmap: “You’ll learn X before class so we can apply Y together”

In-Class Active Learning (Immersion Sessions)

In-person class time becomes the space for higher-order thinking and application.

Design Activities That Require Thinking, Not Re-Teaching

Move from “covering” content to “using” content.

• Case studies and authentic biological problems
• Data analysis tasks using real research figures
• Group concept mapping
• Mini-experiments, simulations, or model-building

Use Structured Collaboration

Guide interaction to ensure equity and engagement

• Think-Pair-Share
• Jigsaw Activities
• Team-based problem solving with defined roles
• Whiteboard or worksheet-based group work

Circulate and Facilitate, Don’t Lecture

Your role shifts from "expert delivering information” to “guide prompting deeper thinking”.

• Ask probing questions (“What evidence supports that idea?”)
• Offer feedback based on group conversations
• Redirect misconceptions in real time

Connecting the Flip to Life Science Learning Goals

Life science courses have unique opportunities for applied learning.

Focus on Scientific Thinking

Flipped learning supports:

• Data interpretation
• Experimental design
• Argument from evidence
• Conceptual reasoning rather than memorization

Integrate Lab Skills and Practices

Connect lecture and lab meaningfully.

• Have students watch pre-lab videos before hands-on work
• Use class time to troubleshoot techniques or interpret results
• Tie case studies back to what students see in lab

Sustaining the Flip (Support and Management)

Clear communication keeps students motivated and on track.

Set Expectations Early and Often

Explain the “why” behind the model.

• “Pre-class work prepares you for deeper learning. We won’t repeat it in class.”
• Remind students how each step supports mastery of course outcomes.

Keep the Workload Balanced

Avoid overwhelming students.

• Ensure pre-class content is digestible
• Avoid “double workloads”. If content is moved out of class, reallocate class time accordingly.

Collect Feedback and Iterate

Students’ insights help refine the flipped experience.

• Use quick polls to see what’s working
• Adjust pre-class materials to target misconceptions
• Try one flipped unit before flipping the whole course

Additional Resources

• FSE Learning and Teaching Hub: Flipped Learning
• EDUCASE Review: Myths and Facts About Flipped Learning
• ASU Resource (PDF): Flipped Classroom Worksheet
• Harvard University: Flipping Kit