Flipped Classroom Activity Using the PTA Model in an Introductory Sociology Course

Main Article Content

Lauren M Sardi


This scaffolded writing-to-learn activity incorporates a number of Writing Across the Curriculum-based suggestions that draw upon the strengths of student reflection, the PTA (prioritization, translation, and analogization) model of concentric thinking, and the benefits of a flipped-classroom approach to learning. Thus, the purpose of this article is to explain what one model for structuring a flipped classroom that purposefully integrates writing in the PTA model looks like and to provide a concrete example of a flipped-classroom activity that I have utilized in numerous introductory sociology courses.

Article Details

How to Cite
Sardi, L. M. (2018). Flipped Classroom Activity Using the PTA Model in an Introductory Sociology Course. Prompt: A Journal of Academic Writing Assignments, 2(1). https://doi.org/10.31719/pjaw.v2i1.19


Bean, J. C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom (2nd ed.). San Francisco: Jossey-Bass.

Berger, P., & Kellner, H. (1981). Sociology reinterpreted. New York: Doubleday.

Berrett, D. (2012, February 19). How “flipping” the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/How-Flipping-the-Classroom/130857

Brame, C. J. (2013). Flipping the classroom. Retrieved January 2, 2013, from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20–24. http://doi.org/10.1177/003172171209400205

Grauerholz, L., Eisele, J., & Stark, N. (2013). Writing in the sociology curriculum: What types and how much writing do we assign? Teaching Sociology, 41(1), 46–59. http://doi.org/10.1177/0092055x12461453

Henslin, J. M. (2017). Essentials of sociology: A down-to-earth approach (12th ed.). Boston, MA: Pearson.

Horn, M. B. (2013). The transformational potential of flipped classrooms. Education Next, 13(3), 78–79.

Hudd, S. S., & Bronson, E. F. (2007). Moving forward looking backward: An exercise in recursive thinking and writing. Teaching Sociology, 35(3), 264–273. http://doi.org/10.1177/0092055x0703500305

Hudd, S. S., Smart, R. A., & Delohery, A. W. (2011). “My understanding has grown, my perspective has switched” Linking informal writing to learning goals. Teaching Sociology, 39(2), 179–189. http://doi.org/10.1177/0092055x11401563

Huggins, C. M., & Stamatel, J. P. (2015). An exploratory study comparing the effectiveness of lecturing versus team-based learning. Teaching Sociology, 43(3), 227–235. http://doi.org/10.1177/0092055x15581929

Kaufman, P. (2013). Scribo ergo cogito: Reflexivity through writing. Teaching Sociology, 41(1), 70–81. http://doi.org/10.1177/0092055x12458679

McKinney, K., Howery, C. B., Strand, K. J., Kain, E. L., & Berheide, C. W. (2004). Liberal learning and the sociology major updated: Meeting the challenge of teaching sociology in the 21st century. Washington, DC: American Sociological Association.

Mills, C. W. (2000). The sociological imagination. London: Oxford University Press.

Moore, A. J., Gillett, M. R., & Steele, M. D. (2014). Fostering student engagement with the flip. Mathematics Teacher, 107(6), 420–425.

Parrott, H. M., & Cherry, E. (2014). Process memos: Facilitating dialogues about writing between students and instructors. Teaching Sociology, 43(2), 146–153. http://doi.org/10.1177/0092055x14557440

Picca, L. H., Starks, B., & Gunderson, J. (2013). “It opened my eyes” Using student journal writing to make visible race, class, and gender in everyday life. Teaching Sociology, 41(1), 82–93. http://doi.org/10.1177/0092055x12460029

Rickles, M. L., Schneider, R. Z., Slusser, S. R., Williams, D. M., & Zipp, J. F. (2013). Assessing change in student critical thinking for introduction to sociology classes. Teaching Sociology, 41(3), 271–281. http://doi.org/10.1177/0092055x13479128

Sams, A., & Bergmann, J. (2011). Flipping the classroom. Educational Horizons, 90(1), 5–7.

Thaiss, C., & Porter, T. (2010). The state of WAC/WID in 2010: Methods and results of the US survey of the international WAC/WID mapping project. College Composition and Communication, 61(3), 534–570.

Whitaker, J. (2017). Recursive exercises to help students engage and recognize sociological shifts. Teaching Sociology, 45(1), 14–27. http://doi.org/10.1177/0092055x16664958