Flipped Classroom Implementation

This past semester in China was my first time teaching university students since AI chat tools went mainstream. Here's what I learned: Assignments aren't the same. Students don't go through the same struggle anymore because they can paste most assignments' instructions into their favorite AI app and submit the solution it gives. Given that around 60% of my class didn't have strong programming foundations, the overuse of AI was a problem. Students who relied too heavily on AI to generate code for practice exercises also struggled the most during tests. So...should I have banned the use of AI? Well, that didn't work for me because: 1. Advanced learners were benefiting from the correct use of AI to strengthen their understanding.  2. I wanted to prepare students for the future, where collaborating with AI and leveraging it effectively will be essential. 3. I didn't want to spend my marking and admin time being an AI detective. Here's what I did: 1. I gave students some bullet points they could use in their AI prompts. Examples: - Prepare an outline of the code and don't give me the solution straight away. - Write code comments in Simplified Chinese - Use descriptive variable names - Don't use advanced concepts such as ... - Don't use external libraries 2. I used the flipped classroom approach. - I published study notes and practice exercises before class so students could learn at their own pace. - Class time was dedicated to hands-on coding and problem-solving. - I encouraged students to work in pairs to brainstorm solutions or debug code. - I gave extra time and attention to students who struggled with core programming concepts. 3. I conducted more quizzes. - The quizzes contained practical programming exercises that tested problem-solving instead of memorization. - Quizzes were done during class time on lab computers.  - I disabled access to the internet and preloaded the computers with class notes. - Students were allowed to bring handwritten or printed notes. #education #ai #teaching #computerscience

Flipped learning... what is it good for? Well, getting outstanding exam results seems to be one thing. We had some fascinating exam results over the summer which I posted about then managed to delete the post - so here's an update on our accidental research from our A level programmes. We taught our EPQ course and most of our A level courses through flipped learning. Students work independently through interactive self-study lessons packed with short videos, written explainers, and lots of auto-marked practice questions. They then attend two live lessons a week, and have the option to book one-to-one time with their teacher if needed. Exam results from these courses were spectacular: 50% A*, 75% A*-A and 90% A*-B. That's 75% A* or A against a national average of 28%. However, we had a few subjects where we didn't have flipped learning self-study courses developed, so we added an extra live lesson per week instead, and set additional homework. The results were a marked contrast. No students achieved A*s, 17% were awarded A*-A, and 58% A*-B. One more live lesson a week, and yet the outcomes were significantly lower. I find accidental research like this hugely insightful. Half of our students achieved A*s on courses with flipped learning, and none did on our courses that followed a more traditional approach. Flipped learning can be hard to get right - you need high quality self-study materials and have to proactively support pupils to become better at independent learning - you can't assume they will have learnt these skills through traditional schooling. At Highgrove Education we do this through a coaching programme and weekly skills and mindset lessons. But when you've got it working, it produces incredible results. Why do we think it works? 👉 Pupils have to grapple with the materials in order to come to an understanding of them without a teacher explaining it in class, which makes it more challenging - and more likely to stick. 👉 Students can learn at a time and pace that suits, in an environment they find comfortable. They have control over their learning. 👉 In live lessons teachers can focus on application of knowledge rather than delivering content. Students use what they've learnt to solve problems and tackle exam questions, and hone their approach to this based on feedback from their teacher. 👉 It frees up teacher time, which can then be used for one-to-one support where needed. Each student gets the support they need without wasting class time waiting for others to catch up. Not only does it deliver great exam results, but produces students who have nailed the art of #independentlearning by the time they leave sixth form. I'd love to see more schools picking up this approach. Happy to chat if anyone is thinking of giving flipped learning a try... and always keen on connecting with others who are rethinking what exceptional education looks like 😎 #sixthform #indpendentschool #onlineschool #virtualschool #alevels

Revisiting Flipped Classroom for Predoctoral Prosthodontic Education 🦷📚 About a week ago, I had the opportunity to lead a seminar for our DMD1 summer class here at HPU Workman School of Dental Medicine. The goal: to connect the dots between operative/restorative dentistry and prosthodontics—specifically focusing on shade selection, lab communication, clinical photography, and the fundamentals of veneer preparation and design. At previous institutions, my approach would have followed the traditional route: deliver a few hours of lecture, provide a lab briefing, then step aside. While functional, this method often left me wondering—how much of the content actually stuck? Here at High Point University HPU Workman School of Dental Medicine, we embrace active learning, and I’m particularly passionate about the flipped classroom model. Here’s how we flipped it: ➡️ Pre-Class Prep: Students were assigned videos and reading materials before class. ➡️ In-Class Quiz: Once they arrived, they took a Google Form quiz—20 questions (10 MCQs, 5 yes/no, 5 short answers). It auto-graded and offered instant feedback. ➡️ Team-Based Learning: Students worked in groups using a shared slide deck with speaker notes. Each group had to understand the content, teach their peers, and field my questions live. ➡️ Hands-On Application: After that, I gave a lab briefing with video demonstrations. Students prepared veneer on tooth #9. They scanned it pre-op, prepped the abutment, then scanned again using both PrimeScan and iTero Lumina. They marked margins, designed restorations, and optionally 3D printed their veneer using Sprintray. ⸻ Why This Works: ✅ Increased Engagement – Students aren’t just passive listeners; they actively teach, discuss, and think critically. ✅ Immediate Feedback – Through quizzes and Socratic questioning, I gauge class readiness and tailor feedback in real time. ✅ Integrated Tech + Clinical Relevance – We’re not just teaching content; we’re simulating modern workflows they’ll see in practice. ✅ Faculty Insight – I can quickly identify areas of misunderstanding and provide targeted support. ⸻ What’s Next? This model isn’t about replacing lectures—it’s about optimizing learning. As we scale this, I envision a curriculum that is fully student-driven, tech-supported, and clinically grounded. Flipping the classroom is more than a pedagogical shift. It’s a mindset change—from teaching content to co-creating learning. ⸻ Final Thought 💡 If we want students to own their education, we must first trust them enough to let them lead—while we guide, question, and support them every step of the way. The flipped classroom isn’t just a trend—it’s the future of meaningful, measurable education. #DentalEducation #Prosthodontics #FlippedClassroom #ActiveLearning #DigitalDentistry #ExperientialLearning #EducationInnovation #HPUWSDM #DMDjourney

Teaching statistics as a flipped classroom with the help of AI? You heard that right! That’s exactly what I tried this year - and here are the results. Attached to this post is the student evaluation score for the module. Yes, the number of responses is quite low (only 50% of the cohort), but it should still give a sense of how students perceived Statistics and Descriptive Analytics. Of course, this reflects only their impression - coursework submissions are yet to come - but it’s still an encouraging sign that some things worked well. I’ve taught this module since 2018, first with Dave Worthington and later with Alisa Yusupova. Normally, I focused on the second half, covering regression through lectures and workshops. But this year, I took on the full module and realised I didn’t want to teach probability theory and statistics in the traditional way - long monologues in lectures followed by awkward silence in workshops. That format, I believe, no longer works. After all, students can always ask their favourite LLM to explain concepts they don't understand. And some don't even do that - they just ask to solve problems without understanding them. So, what can be done in this brave new world? I don’t yet have a definitive answer - only the results of an experiment. Lectures. This year, I used Google Notebook ML to prepare lecture materials. I provided my existing notes, slides, and relevant texts, then asked it to produce podcasts on specific topics. This took more time than expected, as I had to review the generated content, adjust prompts, and refine focus areas, listening to the podcasts over and over again. Once ready, I uploaded the materials on Moodle and asked students to listen beforehand. In class, we skipped formal lectures and instead had whiteboard & marker discussions. I asked questions, showed derivations, and encouraged debate. With a class of 26 students, it was possible to create much more interaction than in previous years. Workshops. We still had problem-solving sessions, but I allowed (actually encouraged) students to use LLMs to solve tasks and explain why the solutions were correct. The aim was to emphasise reasoning and assumptions over simply obtaining the right number. This worked with mixed success, and I still need to think how it can be improved further. Did it work overall? I'm not entirely sure. Not all students engaged with the materials in advance, but those who did seemed to benefit and appreciated the approach. What I do know is that the "two-hour monologue while everyone tries not to fall asleep" format does not work any more. For universities, and for the (very!) expensive UK education, to remain relevant, we must innovate and rethink how we teach. What would you change if you were teaching a technical subject at university in the era of AI? I’d love to hear your ideas. #education #ai #stats #machinelearning #datascience #businessnalytics

#mystudentmystrength #myteachingmystrength 🚀 Transforming Learning with the Flipped Classroom Model in IoT! 🔄💡 This semester, I implemented a flipped classroom approach in my 2nd-semester Internet of Things (IoT) course—and the transformation in student engagement and learning was remarkable! Instead of traditional lectures, students explored core concepts before class through curated videos, readings, and interactive content. Class time was then used for hands-on activities, collaborative problem-solving, and real-world applications. 🎯 Why Flipped Learning Worked So Well: 🔍 Deeper Understanding: Students arrived prepared, ready to explore advanced IoT topics. 🤝 Active Engagement: Class became a space for experimentation and peer learning. ⏱️ Self-Paced Learning: Students could revisit materials at their own pace. 🛠️ More Practical Time: We had more time for labs, prototyping, and applying theory. 📈 Improved Outcomes: Students felt more confident and better prepared for assessments. 🌟 Success Story Highlight: One of the standout moments came from a student team that used their class time to prototype a smart irrigation system using sensors and microcontrollers. They applied what they learned and also presented their project. This kind of initiative and real-world application is exactly what flipped learning is designed to inspire. This approach empowered students to take ownership of their learning and made the classroom a hub of innovation and curiosity. 💧 Smart Irrigation System – Student Innovation in Action! This conceptual model illustrates a student-built IoT solution featuring: 🌱 Soil Moisture Sensors for real-time data collection 🔌 ESP32 Microcontroller for processing and wireless communication 📲 Mobile App Interface to control irrigation remotely 💡 Automated Water Pump triggered by sensor thresholds A great example of how flipped learning empowers students to apply theory to real-world challenges! 💬 Have you tried flipped learning in your courses? I’d love to hear your experiences and insights! #FlippedClassroom #IoT #EdTech #ActiveLearning #HigherEducation #StudentSuccess #TeachingInnovation #STEMEducation #ProjectBasedLearning BNM Institute Of Technology Prof Eishwar Maanay Vaishnavee Maanay Dr. Yasha Jyothi M Shirur Satheesh Kumar Sowmya Narayanan Sadagopan Saritha Chakrasali Dr. Bindu S Kishore SARALA T Arpita Kulkarni Dr. Vijayashree Lakshman Dr.S.Y. Kulkarni T J Ramamurthy Dr.krishnamurthy GN

In today's rapidly evolving educational landscape, learners are not interested in the traditional lecture-based passive learning model. In contrast, a Hands-on activity-based active learning model is proving to be a game-changer. Recently, I tried a dynamic Flipped Classroom Activity for III Year EEE students of KIOT for the course “Control Systems”. Topic: Compensators Intended Outcome: Students will be able to choose suitable compensators for a specific application. To execute this activity, pre-class resources are shared with students via Google Classroom one week before the class. All students are instructed to refer to the resources given. Additionally, to make the slow and reluctant learners also to participate in this activity effectively, I initiated the Inquiry-based learning approach through the “Question” feature in Google Classroom and I asked them to post their queries in that forum. After a week, they are called for classroom-based interaction to clarify their queries. This innovative approach promotes active learning among all categories of students in my class. Almost all students participated in this activity enthusiastically and clarified their doubts in one or another way. It also allowed the learners to discuss in the supportive environment of their choice with course faculty to clarify their queries. All teachers who are interested in executing this activity can have a try...... It works out well. Appreciation to all III EEE students of KIOT for their active participation in learning compensators. KEEP LEARNING!!! #EEE #KIOT #FlippedClassroom #Compensators #ControlSystems #EngineeringEducation #ActiveLearning #StudentEngagement