FLIPPED CLASSROOM

FLIPPED CLASSROOM

1. INTRUCTIONAL STRATEGY THAT REVERSES TRADITIONAL EDUCATION ARRANGEMENT BY DELIVERING INTRUCTIONAL CONTENT, OFTEN ONLINE, OUTSIDE OF THE CLASSROOM

2. TRADITIONAL VS FLIPPED TEACHING

   • Who controls the flow of the conversation
   • This pattern of teaching also involves giving student the task of reading
   • intentionally shifts instruction to a learner-centered model in which class time explores topics greater depth and creates meaningful learning opportunities
   • content delivery may takes variety of forms
   • redefine in class-activities
   • in-class lessons may include activity learning or more traditional homework problems
   • types of active learning allow for highly differentiated instruction
   • construct knowledge with the help of their teachers and peers
   • have varying differences in the method of implementation in both schools and college
   • be more personalized and less didactic
   • students are actively involved in knowledge acquisition
   • construction as they participate in and evaluate their learning

3. HISTORY

   • 1997- ERIC MAZUR found his approach which moved information transfer out of the classroom
   • information assimilation into the classroom, allowed him to coach students in their learning instead of lecture
   • 1993- ALISON KING focuses on the importance of the use of class time for the construction of meaning rather than information transmission
   • allow for educational space for active learning
   • 2000- LAGE, PLATT, and TREGLIA the inversion of classroom (VCRs) to meet the need of students with a wide variety of learning styles
   • streaming video of the lecturer and coordinates slides
   • 2004- SALMAN KHAN recorded videos lesson learning. recorded lessons would like to skip segments that had mastered and replay that were troubling
   • these videos are only one form of the flipped classroom strategy
   • the classroom structure houses technology and collaboration-friendly learning spaces, and emphasis for those involved in program in placed on individualized learning through non-traditional teaching strategies such as flipped classroom

4. IN PRACTICE

   • to flip a classroom as approaches and teaching styles are diverse as need of schools
   • the traditional classroom showed no changes
     • although complicated by student body changes
   • students unable to watch the video at home watch the video at school
   • flipped method could be equally effective in improving student learning at the freshman engineering level as well

5. FLIPPED MASTERY

   • the mastery model allows teachers to provide the materials,tools, and support for learning while student get goals and manage their time.
   • testing was also impractical, because fast-learningstudnts could reveal the test to those who followed
   • in a flipped mastery classroom, students view each lecture and work on each exercise or project when they arehave mastered of precursors

6. this model of instruction may put under pressure on some families as they attempt to gain access to video outside of school hours