In 2012, flipped teaching had established itself as a rapidly growing practice in teaching and learning (Goodwin & Miller, 2013). Flipped teaching is a practice that opens up in-class time for active learning strategies by moving the lecture content from in the classroom to prior to class, often in the form of videos (McLaughlin et al., 2014). At our institution, we wanted to create a professional development opportunity for our faculty members to begin utilizing this practice effectively. As a result, we developed and offered the “Over Easy” Flipped Experience. This workshop was designed to be very practical. To achieve this, the workshop we offered was flipped. This meant that faculty participants were required to explore and complete online materials prior to attending. Goals of the workshop were for participants to be able to articulate what flipped teaching is and why it would be used, to create and distribute a lecture video, and to create a student-centred lesson plan to use in conjunction with the flipped pre-class materials. The workshop has now been offered three times. Attendees of this interactive session will be provided with specific details of the design and structure of this workshop and given the opportunity to discuss strategies for developing faculty skills in using flipped teaching. Evidence will also be presented on the effectiveness of this workshop in terms of how many participants went on to flip their classes, how many employed other techniques and strategies presented, and any feedback they have for improving the workshop.
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., Esserman, D. A., & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243.
Goodwin, B., & Miller, K. (2013). Research Says / Evidence on Flipped Classrooms Is Still Coming In. Educational Leadership, 70(6).
