Flipped Classroom
Overview
The typical flipped classroom model promotes the students to view assigned educational videos at home, therefore allowing the teacher to spend the more class time on practice questions and problems related to that topic. Below is a list of general features that characterise What a Flipped Classroom is and why and how one can integrate the Flipped Classroom Model. Why it's used and what it is for.
The typical flipped classroom model promotes the students to view assigned educational videos at home, therefore allowing the teacher to spend the more class time on practice questions and problems related to that topic. Below is a list of general features that characterise What a Flipped Classroom is and why and how one can integrate the Flipped Classroom Model. Why it's used and what it is for.
- Lessons including homework elements are reversed
- Increase student interaction
- Multiple video lectures
- Students, create, collaborate and demonstrate what they have learned
- More responsibility for learning is on student
- Students move at their own pace
- Students can rewind and review lessons
Teaching Ideas
Idea 1- Intermediate Math Flipped Classroom
Idea 1- Intermediate Math Flipped Classroom
- For Grade 11 Math classroom, a teacher can assign the class to watch the Khan Academy Video about Trigonometric Identities at home. When the student arrive in class, they can work on assigned questions. When they require further assistance, the teacher can more easily attend to them, provide further clearance upon the construct of the theoretical concept, and point the student into the correct direction of successfully completing the task. For further information please refer to the ‘Flipped Classroom Model’ video.
- A baseball coach can provide links about the concept of certain movements to the team members to watch at home. During practice, the coach can now more easily reinforce the physical practice based upon the concept provided to them in the videos. For example, in order to promote proper pitching techniques, the coach can provide the team to watch the ‘Pitching Mechanics’ video at home. When the team gathers for practice, the coach now can promote similar physical practice. Furthermore, the coach can now also refer to the video to allow for the students to make connections between the theoretical and physical concepts.
- Professors in two different classrooms who have to teach the same material can collaboratively work to provide extra technological resources that the students can use to gain a better understanding of the theoretical concepts. This is an example mentioned in a study by Bull, Fester and Kjellstorm (2012). Both of the professors participating in the collaboratively provided the students with videos, quizzes, extra resources that the students may utilise at home.
- For Online Learning Courses, the teacher can assign the student to view subject based videos prior to class. When present in the virtual classroom, the students can engage in problems solving tasks and deeper thinking activities based upon the content material presented in the videos. For example, for an online Grade 11 Computer Science class, the teacher can ask the students to view the Introductory Videos. When the students are in class, the teacher can assign them to work on creating simple to complex programs.
Guidelines for Use
Tip 1 - Environment
Tip 1 - Environment
- Educators should ensure that students have access to a learning environment that will effectively promote and support meaningful independent as well as collaborative work. This can be done by physically arranging the classroom into a plan that supports this type of learning. An example of this physical rearrangement of the classroom is outlined in the Flipped Classroom Video.
- Lessons are developed using videos from various sites such as YouTube, TED Ed and Blendspace. Teachers are able to customise lessons based on a specific topic or subject with questions, points for discussion and additional resources. The interactive lessons are to be completed before class time. Teachers are able to track and monitor which student is actively engaged(Bergmann & Sams, 2014). Since the lessons are viewed at home, the teacher is able to understand the conceptual construct that student has formed relating to that subject. Class time is spent working on the any gaps in the learning or any misunderstanding about that conceptual construct (Hertz, 2012).
- Teachers have the opportunity to create their own video lessons using a various digital tools that allow them to capture and present videos using their own voice and screens (Flipped Institute, n.d.).
- Sharing the lessons is the key feature of the flipped classroom model. According to Flipped Institute, teachers should consider four things when sharing videos. Firstly, how easily can students access the video lessons?. Secondly, which privacy features does the teacher wish to use? For example, do they want their videos to be shared publicly or only with their students? Thirdly, what is the engagement and interaction level that the students can have with the provided videos? And lastly, what are the security and privacy policies around sharing videos that are student-centred featuring the students?
- Flipped classroom lessons are interactive sessions that allow students to watch videos and engage problem solving activities based upon the content knowledge presented. Teachers need to create in-class and out-of-class activities and videos. Teachers can also assess the successful completion of assigned critical thinking tasks. Further examples can be accessed from the Centre for Teaching Excellence.
Benefits and Challenges
For an extensive list of Benefits and Challenges, please refer to Flipped Classroom Benefits & Challenges Encountered. The following are three top Benefits and Challenges that can be present in the Flipped Classroom Model.
Benefit 1- Learner- Centred
Challenge 1 - Time constraint
For an extensive list of Benefits and Challenges, please refer to Flipped Classroom Benefits & Challenges Encountered. The following are three top Benefits and Challenges that can be present in the Flipped Classroom Model.
Benefit 1- Learner- Centred
- As active participants in their learning, students are engaged in individual and group work. They are assigned class lectures or instructional content before class which prepares them to engage in more deeper learning in class (Roehl, Reddy & Shannon, 2013). They are able to explore topics in greater detail and create rich learning opportunities. While evaluating their learning in a more personal and meaningful way. (Flipped Learning Network, 2014).
- Provides students with an increase in opportunities to participate in collaborative learning with other students (Lipton, 2014), As suggested by various learning theories, such as the Principles of Connectivism, Communities of Learning theory and Social Learning Theory, the participating students learn from and with the individuals around them. This allows for a stronger and more defined construct about the subject to cognitively form.
- Technology allows students to be able to research and question what they find. With the professor no longer being the only direct source of information, it gives the students the chance to investigate, challenge and share their information more freely. This ultimately provides the teacher with the ability to work with students who require additional support. Furthermore, flipped classrooms opens up the doors for improved collaboration between peers and teachers. Further information about the promotion of the development of the teacher and student collaboration can be accessed at Educational Leadership.
Challenge 1 - Time constraint
- The educator should be able to make the time to prepare lessons that are meaningful, interactive, engaging and will meet the individual needs of the wide range of students present within the classroom. As suggested by Flipped Institute, when preparing video lessons teacher has the option of producing their own video content using different devices or tools. This takes time in order to produce meaningful, interactive and engaging content for the lessons. Another option is to search websites, such as YouTube, TED Ed or BlendSpace, for videos that can be utilised for the lesson.
- The flipped classroom is based upon the use of the appropriate and most useful technology. However, many concerns have been raised about the type of technological tool that is used. Before finalising the technological tool that will be used, factors such as access, maintenance, flexibility, effectiveness, integration with other different tools together, back-sup or plan B in case of the technological tool does not work, proper teacher training in the use of the technological tool must all be thoroughly considered.
- There are many schools and students who do not have easy access to technology. Often there is not enough funding in the schools for computers even for the teachers much less the students. Outside of the classrooms, many students do not have access to computers, or tablets at home. This causes concerns and issues for those who will not be able to keep up due to lack of resources. Questions are raised concerning the quality of learning due to this deficiency.
Helpful Resources
An elaborate list of numerous resources can be easily accessed at the Thinking of Flipping Blog.
- The Flipped Institute provides instructional materials to support teachers through the process of flipping their classroom. They provide “ask an expert “ to deal with more specific challenges teachers might encounter.
- Kiddom- Technological platform that provides resources that can be used to integrate a flipped classroom model into your classroom. Teachers can collaboratively work together to provide meaningful and effective lessons for the students.
- Edutopia- Provides links to videos and other online resources to help support and integrate an effective flipped classroom.
An elaborate list of numerous resources can be easily accessed at the Thinking of Flipping Blog.
Research
Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7-11.
Wilson, S. G (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193-199. doi:10.1177/0098628313487461.
Brown, K. C. (2015). Evaluating student performance and perceptions in a flipped introductory undergraduate biology classroom. (Master’s dissertation) Retrieved from ProQuest Dissertations & Theses Global (1590664)
Tucker, B. (2012). The flipped classroom: Online instruction at home frees class time for learning. Education Next, 12(1), 82.
Schmidt, S. M. P. & Ralph, D. L. (2014). The flipped classroom: A twist on teaching. Paper presented at The Clute Institute International Academic Conference, San Antonio, Texas.
Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7-11.
Wilson, S. G (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193-199. doi:10.1177/0098628313487461.
Brown, K. C. (2015). Evaluating student performance and perceptions in a flipped introductory undergraduate biology classroom. (Master’s dissertation) Retrieved from ProQuest Dissertations & Theses Global (1590664)
Tucker, B. (2012). The flipped classroom: Online instruction at home frees class time for learning. Education Next, 12(1), 82.
Schmidt, S. M. P. & Ralph, D. L. (2014). The flipped classroom: A twist on teaching. Paper presented at The Clute Institute International Academic Conference, San Antonio, Texas.