flipped classroom

flipped classroom

1. traditional vs flipped classroom

   • traditional
     • focus of a lesson & the primary disseminator
     • responds to question directly
     • didactic & content oriented
     • work independently
   • flipped classroom
     • active learning allow for highly differentiated instruction
     • redefine in class-activities
     • more time can be spent in class on higher-order thinking skills
     • been found to have varying differences in the method of implementation
     • have been implemented in both schools and colleges

2. Limitations and criticisms

   • student
     • there exists a ‘digital divide.’
     • some students may struggle due to their developing personal responsibility
     • already spend too much time in front of computer screens
   • teacher
     • Increased preparation time is initially likely needed
     • Additional funding may also be required to procure training
     • to contribute significant time and effort outside of regular teaching responsibilities.

3. Flipped mastery

   • allows teachers to provide the materials, tools and support for learning
   • Mastery rewards students for displaying competence
   • Replacing lectures with group and individual activities increases in-class activity.

4. in practice

   • help teachers develop plans for flipped classrooms
   • could be equally effective in improving student learning at the freshman engineering level as well.
   • found that shorter videos (3–6 minutes) were the most effective for students.