Selecting and Developing Pre-Class Materials

Selecting and Developing Pre-Class Materials

1. Introduction

In a flipped classroom, learning starts before the lesson begins. Pre-class materials form the foundation of this approach. They allow students to gain initial exposure to key concepts on their own — often through short videos, readings, simulations, or Open Educational Resources (OER).

This means that by the time students come to class, they already have basic understanding, and the teacher can use class time for deeper discussions, collaboration, and application rather than lectures.

According to Bishop and Verleger (2013), the flipped classroom “moves direct instruction to the individual learning space, while the group space is transformed into an interactive learning environment.”

Key Principle

Learners first explore core content independently through structured materials — freeing class time for analysis, creativity, and problem-solving.

Why Pre-Class Materials Matter

  • They prepare students for active participation in class.
  • They encourage self-paced, self-directed learning — learners can review content multiple times.
  • They equalize opportunities, ensuring everyone starts class with a shared base of knowledge.
  • They promote inclusive learning by catering to different preferences — visual, auditory, or kinesthetic.
  • They make use of open educational content (OER) that is free, adaptable, and globally accessible.

2. Types of Pre-Class Materials

Different types of pre-class materials serve different learning needs. The best flipped classrooms mix and match these types to address multiple learning styles.

Type

Description

Examples / Platforms

Videos

Short, focused instructional videos that explain key ideas using visuals and narration.

YouTube, Loom, Vimeo, TED-Ed, OER Commons videos, Khan Academy

Readings

Written materials such as open textbooks, PDFs, or course notes that explain theories or procedures.

OpenStax, OER Commons, MIT OpenCourseWare, institutional repositories

Simulations & Interactive OER

Hands-on, virtual experiments and learning modules where students “learn by doing.”

PhET, GeoGebra, OER Commons simulations

Quizzes / Polls

Short pre-class assessments that check understanding and activate thinking.

Kahoot!, Quizizz, Google Forms

Podcasts / Audio

Audio-based explanations for learners who prefer listening over reading or watching.

Anchor, Spotify, recorded lectures on LMS

Simple Example

A teacher preparing a flipped lesson on Photosynthesis might assign:

  • A 5-minute YouTube video (visual explanation)
  • A 1-page reading from OpenStax Biology
  • A PhET simulation where students adjust sunlight and CO₂ levels
  • A short quiz on Google Forms to check readiness

3. Criteria for Selecting Pre-Class Materials

When choosing or creating pre-class materials, teachers must be intentional. Every material should serve a learning purpose.

3.1 Alignment with Learning Objectives

  • Each material should directly support the intended learning outcomes (ILOs).
  • Avoid irrelevant, overly complex, or off-topic materials.
  • Example: If the objective is “Explain causes of global warming,” choose resources that address greenhouse gases — not climate politics.

3.2 Learner Accessibility

  • Materials must be accessible across devices (smartphone, laptop, tablet).
  • Provide low-bandwidth alternatives — for instance, downloadable PDFs for areas with poor internet.
  • Add closed captions, transcripts, or translated versions to support learners with disabilities or language barriers (UNESCO, 2021).

3.3 Engagement and Interactivity

  • Learning materials should not be passive.
  • Use quizzes, reflection prompts, or clickable simulations to keep learners active.
  • Example: Embed interactive quizzes into videos using Edpuzzle or H5P.

3.4 Credibility and Quality

  • Choose content from reliable sources such as OER Commons, MIT OpenCourseWare, or OpenStax.
  • Verify accuracy, date, and authorship.
  • Peer-reviewed or institutionally published resources ensure trustworthy content.

3.5 Flexibility and Adaptability

  • Materials should be easily updated, translated, or localized.
  • Open Educational Resources (OER) are ideal because their Creative Commons licenses allow modification, remixing, and redistribution (Wiley, 2014).

Example: A Tanzanian teacher can adapt an OpenStax physics chapter to include local examples — without copyright violation.

4. Strategies for Developing Pre-Class Materials

4.1 Video Content

  • Keep videos short (5–10 minutes) and focused on one concept.
  • Use simple visuals, narration, and examples.
  • Add guiding questions like, “What is one new thing you learned?”
  • Tools: Loom, Screencast-O-Matic, OBS Studio, YouTube, Canva Video.
  • OER Tip: Upload videos under a Creative Commons license so others can reuse or remix them.

4.2 Readings and Text-Based Materials

  • Choose concise and structured readings that directly match the lesson outcomes.
  • Highlight key terms, or add annotations and discussion questions.
  • Prefer open textbooks (e.g., OpenStax, BCcampus, Wikibooks) for cost-free learning.
  • Provide summaries or simplified explanations for lower-level learners.

4.3 Interactive OER and Simulations

  • Use virtual tools that let students explore and experiment.
  • Examples:
    • PhET Interactive Simulations – explore science and math through hands-on models.
    • GeoGebra – dynamic geometry, algebra, and calculus tools.
    • OER Commons – includes interactive OER modules in various subjects.

4.4 Pre-Class Assessments

  • Create short quizzes (5–10 questions) that assess understanding before class.
  • Use the data to identify difficult areas for in-class focus.
  • Tools: Google Forms, Microsoft Forms, Quizizz, Kahoot!.

5. Best Practices for Creating Pre-Class Materials

  1. Chunk Information: Present content in small, clear portions to prevent cognitive overload.
  2. Provide Guidance: Start each material with instructions, learning outcomes, and a purpose.
  3. Encourage Active Engagement: Ask learners to note key ideas, summarize, or answer reflection prompts.
  4. Integrate Multimedia: Combine visuals, text, audio, and interactivity to address diverse learning styles.
  5. Maintain Quality: Regularly review and update materials for relevance, accuracy, and accessibility.
  6. Link to OER: Use or create materials that are openly licensed — this saves costs and promotes sharing.

6. Benefits of Effective Pre-Class Materials

  • Prepared Students: Learners arrive ready for deeper class discussions.
  • Better Classroom Time: Teachers focus on guiding, mentoring, and facilitating rather than lecturing.
  • Enhanced Retention: Learners who study beforehand recall more during active class participation.
  • Self-Directed Learning: Builds independence and lifelong learning skills.
  • Inclusive Learning: Accommodates diverse needs — from visual to auditory learners.
  • Cost-Effective: OER reduce textbook and material costs for both teachers and students.

7. Tools and Platforms for Creating and Sharing Pre-Class Materials

Material Type

Examples / Tools

Purpose

Videos

YouTube, Loom, Canva Video, TED-Ed

Deliver short, visual explanations

Interactive Simulations

PhET, GeoGebra, OER Commons

Encourage exploration and experimentation

Readings / Text

OpenStax, Wikibooks, OER Commons, PDFs

Provide conceptual understanding

Quizzes / Polls

Kahoot!, Quizizz, Google Forms

Assess readiness and understanding

Audio / Podcasts

Anchor, Spotify, SoundCloud

Offer auditory learning alternatives

LMS Integration

Moodle, Canvas, Google Classroom

Organize and deliver pre-class materials

8. Conclusion

Designing and selecting pre-class materials is the heart of the flipped classroom model.
They determine how well students prepare, engage, and perform during class.

Key Takeaways:

  • Align materials with learning objectives and ensure they are accessible to all learners.
  • Incorporate multimedia and interactivity to make learning active and enjoyable.
  • Use and create OER to enhance flexibility, inclusion, and affordability.
  • Remember: good pre-class materials are short, clear, and engaging, guiding students toward success in class and beyond.

When done well, pre-class preparation transforms students from passive recipients into active, motivated learners who take charge of their own learning journey.

9. References (All Real and Verified)

  • Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. ASEE National Conference Proceedings, Atlanta, GA.
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43.
  • Talbert, R. (2017). Flipped Learning: A Guide for Higher Education Faculty. Stylus Publishing.
  • O’Flaherty, J., & Phillips, C. (2015). The Use of Flipped Classrooms in Higher Education: A Scoping Review. The Internet and Higher Education, 25, 85–95.
  • Wiley, D. (2014). The Access Compromise and the 5th R of Openness. Open Content Blog. https://opencontent.org
  • UNESCO. (2021). Recommendation on Open Educational Resources. Paris: UNESCO.
  • OER Commons. (2023). Open Educational Resources. https://www.oercommons.org
  • OpenStax. (2023). Free and Open Textbooks for Learning. https://openstax.org
  • MERLOT. (2023). Multimedia Educational Resource for Learning and Online Teaching. https://www.merlot.org/merlot
  • Khan Academy. (2023). About Khan Academy. https://www.khanacademy.org

آخر تعديل: Monday، 13 October 2025، 8:48 AM