Publications and Research

Document Type

Book Chapter or Section

Publication Date



In this chapter, I describe how I switched to using a flipped class model in an upper-level Sensation and Perception course, by reversing where different types of learning take place. In the flipped model, instead of introducing students to basic concepts in class, they answered guiding questions after watching videos or reading the textbook before attending class. They then spent class time working collaboratively in small groups on more challenging assignments, many of which had been homework assignments in prior (non-flipped) courses. In-class activities consisted of mini-experiments, and other student-centered hands-on learning experiences designed to foster higher-order critical thinking and scientific inquiry skills. Flipping the class provided students with greater support for these more challenging activities and made the course more manageable both for students and for me, the instructor.


Grose-Fifer, J. (2020). Teaching in a flipped classroom. In T.Ober, E.Che, J. Brodsky, C. Raffaele, & P. J. Brooks (Eds.), How we teach now (Volume 2): The GSTA guide to transformative teaching. Society for the Teaching of Psychology.



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.