Many faculty are flipping our classrooms. In other words, we’re delivering our lectures online and students are working on activities and problems in the classroom. This educational model reserves class time for student centered activities.

At NYU Stern we are using Sakai (called NYU Classes), which lends itself to “flipping the classroom”. Using the Lessons tool in Sakai, you can curate and post the materials, such as videos that you would like students to watch prior to your interactive class session.

Specifically, in Sakai you can

1) embed multimedia, such as video lectures and animated presentations. The video can be contextualized within your lesson, rather than a link out to a YouTube page;

2) include interactive elements, such as quizzes with feedback, online discussions, and chats; and

3) sequence the lesson content (i.e. you can require students to watch your online video lecture before reading an article or taking a quiz). See an example of a lesson that supports the Flipped Classroom model.


Above: A Flipped Classroom session curated in Sakai: NYU Classes using the Lessons Tool.

Once you create your video lecture and curate the supporting materials, design your classroom activity.  Build student centered activities that foster student discussion, collaboration, and problem solving. Ultimately, the in-class work gives students the opportunity to actively apply those concepts and principles learned from your video lecture and online lesson.  Ask students to bring their books, laptops, and other materials to support the in-class learning.

To get started,

– Identify one course topic that you think would be perfect for flipping. Consider those class sessions where you find yourself doing all the talking. Create a video lecture instead.

– Focus on communicating the most salient content via video lecture. To prepare, select the slides, examples, and talking points. Publish and curate your video and other relevant content in NYU Classes.

– Use class time to engage students in active exercises and group work to practice applying the concepts and knowledge learned from the video lecture.

– Consider how your role will change in the classroom. Will you serve as a facilitator, mentor, consultant, or coach?

– How will student work done in-class be evaluated? Set clear expectations and provide feedback.

Have you flipped your classroom already? Share your experiences with us and with each other. What’s working for you?

– Originally published at

Are you flipping yet?