TPC Journal-Vol 9- Issue 2-Full-Issue

114 The Professional Counselor | Volume 9, Issue 2 Flipped course sections. The first author taught Theories for Counseling Children and Adolescents during the first year of data collection, and the second author taught the course in the second year of data collection. Although the use of different instructors was not intentional (and instead due to hiring changes), the first and second authors used identical flipped learning approaches in an effort to ensure that the change in instructors did not impact the study results. They both used Bergmann and Sam’s (2014) traditional flipped learning model when teaching their courses and each recorded their own video lectures using Screencast-O-Matic software. The instructors assigned these video lectures as homework prior to attending class. Students also were required to read selected book chapters and research articles on the course topics. To ensure compliance, the instructors asked students to answer pre-class questions about the topics online before coming to class. Furthermore, students’ answers allowed the instructors to evaluate comprehension of the material prior to class and adjust class activities as needed. For example, pre-class questions often asked students to explain key concepts. If the majority of student answers revealed that they had a vague or incorrect understanding of a counseling theory, the instructor allotted more class time to addressing student misunderstanding. During class, each instructor facilitated a range of activities to help students explore and apply course content. For example, groups of students were asked to rehearse and demonstrate counseling techniques to the class. Students also engaged in large and small group discussions about course topics. They sometimes analyzed case studies and watched videos of counseling demonstrations. Lastly, instructors frequently hosted guest speakers with expertise in the topics. Table 2 includes an example class lesson plan and corresponding assigned homework from an example flipped class the first author taught in Theories for Counseling Children and Adolescents. Table 2 Example Flipped Learning Lesson Plan—Theories for Counseling Children and Adolescents Context Task Time Required Out-of-class Video lecture – Gestalt and Adlerian Counseling Theories 20 minutes Textbook chapters – Gestalt Counseling, Adlerian Counseling 80 minutes In-class Welcome – Overview and follow-ups 5 minutes Viewing Gestalt Counseling – Students view and discuss two YouTube videos of Gestalt counselors. Practicing Gestalt techniques – Students rehearse a role-play of a Gestalt technique and show the technique to the class. 20 minutes 45 minutes Guest speaker – Adlerian counselor is guest speaker to describe and discuss his counseling approach. 45 minutes Case studies – Students analyze case studies from an Adlerian perspective in groups, then discuss analyses with the class. 30 minutes Counseling practice – Students form pairs and practice counseling using an Adlerian or Gestalt approach. 30 minutes Closing – Questions and review 5 minutes