FLIPPED CLASSROOM

FLIPPED CLASSROOM

1. An instructional strategy and a type of blended learning that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom

2. Traditional VS Flipped Teaching

   • Typically the central focus of a lesson
   • Students defer directly to the teacher for guidance and feedback
   • Activities in which students work independently
   • Traditional
     • Primary disseminator of information during the class period
     • Small groups on an application task designed by the teacher
   • Involves giving students the task of reading from a textbook or practicing a concept by working on a problem set
   • Flipped Classroom
     • Intentionally shifts instruction to a learner-centered model in which class time explores topics in greater depth
     • Educational technologies such as online videos are used to deliver content outside of the classroom.
     • Video lessons prepared by the teacher or third parties are used to deliver content
     • Implemented in both schools and colleges and been found to have varying differences in the method of implementation
     • Online collaborative discussions, digital research, and text readings

3. History

   • Harvard professor Eric Mazur played a significant role in the development of concepts influencing flipped teaching through the development of an instructional strategy he called peer instruction
   • Mazur published a book in 1997 outlining the strategy, entitled Peer Instruction: A User's Manual. He found that his approach, which moved information transfer out of the classroom and information assimilation into the classroom.
   • In 1993, Alison King published "From Sage on the Stage to Guide on the Side" In the article, King focuses on the importance of the use of class time for the construction of meaning rather than information transmission.
   • Lage, Platt and Treglia published a paper entitled "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment" (2000), which discusses their research on flipped classrooms at the college level.

4. Flipped Mastery

   • Requires each student to master a topic before moving to the next one
   • Shown dramatic success in improving student learning
   • Allows teachers to provide the materials, tools and support for learning
   • Fast-learning students could reveal the test to those who followed
   • Students view each lecture and work on each exercise or project when they have mastered the precursors
   • Eliminates two other out-of-class routines: daily lesson planning and grading papers.
   • Students choose how to demonstrate mastery - testing, writing, speaking, debating and even designing a related game.

5. Limitations and Criticisms

   • May put undue pressure on some families as they attempt to gain access to videos outside of school hours
   • Home learning environment students who are not at the developmental stage
   • Inverted models that rely on computerized videos do contribute to this challenge, particularly if videos are long
   • As creating high quality videos requires teachers to contribute significant time and effort outside of regular teaching responsibilities
   • To procure training for teachers to navigate computer technologies involved in the successful implementation the inverted model