FLIPPED CLASSROOM

FLIPPED CLASSROOM

1. An instructional strategy and a type of blended learning

   • reverses the traditional educational arrangement
     • by delivering instructional content, often online, outside of the classroom.

2. Students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance

3. TRADITIONAL VS FLIPPED TEACHING

   • TRADITIONAL
     • Teacher is typically the central focus of a lesson and the primary disseminator of information
     • The teacher responds to questions while students defer directly to the teacher for guidance and feedback.
     • Student engagement in the traditional model may be limited to activities
     • Class discussions are typically centered on the teacher
     • Giving students the task of reading from a textbook or practicing a concept by working on a problem set, for example, outside school.
   • FLIPPED TEACHING
     • A learner-centered model in which class time explores topics in greater depth and creates meaningful learning opportunities
     • Educational technologies such as online videos are used to deliver content outside of the classroom.
     • Content delivery may take a variety of forms.
     • Include activity learning or more traditional homework problems
     • Class activities vary
       • Using math manipulatives and emerging mathematical technologies
       • In-depth laboratory experiments
       • Original document analysis
       • Debate or speech presentation
       • Current event discussions
       • Peer reviewing
       • project-based learning
       • Skill development or concept practice
     • Allow for highly differentiated instruction
     • Problem solving as students tackle difficult problems, work in groups, research, and construct knowledge with the help of their teacher and peers
     • Varying differences in the method of implementation

4. HISTORY

   • ERIC MAZUR
     • He found that his approach, which moved information transfer out of the classroom and information assimilation into the classroom, allowed him to coach students in their learning instead of lecture.
   • ALISON KING
     • King focuses on the importance of the use of class time for the construction of meaning rather than information transmission. While not directly illustrating the concept of "flipping" a classroom, King's work is often cited as an impetus for an inversion to allow for the educational space for active learning
   • The University of Wisconsin-Madison
     • Deployed software to replace lectures in large lecture-based computer science course with streaming video of the lecturer and coordinated slides.
   • SALMAN KHAN
     • Khan began recording videos at the request of a younger cousin he was tutoring because she felt that recorded lessons would let her skip segments she had mastered and replay parts that were troubling her.
   • The Wisconsin Collaboratory for Enhanced Learning
     • Classroom structure houses technology and collaboration-friendly learning spaces, and emphasis for those involved in the program is placed on individualized learning through non-traditional teaching strategies such as flipped classroom
   • IN PRACTICE
     • Woodland Park High School chemistry teachers Jonathan Bergmann and Aaron Sams
       • Recorded their lectures and posted them online in order to accommodate students who missed their classes. Bergmann and Sams note that one person cannot be credited with having invented the inverted or flipped classroom. Furthermore, they assert that there is no one 'right' way to flip a classroom as approaches and teaching styles are diverse, as are needs of schools.
     • Clintondale High School
       • After 20 weeks, students in the flipped classroom were outperforming students in the traditional classrooms. Further, no students in the flipped classrooms scored lower than a C+. The previous semester 13 percent had failed. The traditional classroom showed no change.
     • Clintondale
       • English failure rate dropped from 52 percent to 19 percent; in math, from 44 percent to 13 percent; in science, from 41 percent to 19 percent; and in social studies, from 28 percent to 9 percent. After 2011 the now-flipped school's failure rate dropped from 30 to 10 percent. Graduation rates soared above 90 percent. College attendance went from 63 percent in 2010 to 80 percent in 2012. Results on standardized tests went up in 2012 and then dropped, although complicated by student body changes.

5. FLIPPED MASTERY

   • Apply a mastery learning model that requires each student to master a topic before moving to the next one.
   • Allows teachers to provide the materials, tools and support for learning while students set goals and manage their time.
   • 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.
   • Tim Kelly, winner of the Presidential Award for Mathematics and Science Teaching, adopted flipped mastery with his colleagues Corey Sullivan and Mike Brust. Sullivan estimated that 40 to 60 hours of work outside school for each of 12 units per course were required the first year. Another Presidential Award winner, Spencer Bean, converted after his daughter went through Kelly’s class.
   • Advanced students work on independent projects while slower learners get more personalized instruction. Some students might not get through the year’s material, but demonstrated competence on the parts they did complete.

6. LIMITATION AND CRITICISM

   • Flipped classroom model has some drawbacks for both students and teachers.
   • This model of instruction may put undue pressure on some families as they attempt to gain access to videos outside of school hours
   • Some students may struggle due to their developing personal responsibility
   • Flipped classroom leads to increased computer time in an era where adolescents already spend too much time in front of computer screens.
   • Flipped classrooms that rely on videos to deliver instruction suffer some of the same challenges as traditional classrooms.
   • Teachers may find challenges with this model as well