PRESENTED TO: DR. SAMINAMALIK PRESENTED BY: TAHIRARAFIQ REG. NO. : 161-FSS/PHDEDU/F19 DEPARTMENT OF EDUCATION INTERNATIONAL ISLAMIC UNIVERSITY, ISLAMABAD OBJECTIVES • Students will able to understand that • What is the flipped classroom? • Traditional vs flipped classroom • What the flipped classroom enables the teacher to do? • What are the benefits of the students? • How do we implement the flipped classroom with our students?

1. FLIPPED CLASSROOM
PRESENTED TO: DR. SAMINAMALIK
PRESENTED BY: TAHIRARAFIQ
REG. NO. : 161-FSS/PHDEDU/F19
DEPARTMENT OF EDUCATION
INTERNATIONAL ISLAMIC UNIVERSITY,ISLAMABAD
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2. OBJECTIVES
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• Students will able to understand that
• What is the flipped classroom?
• Traditional vs flipped classroom
• What the flipped classroom enables the teacher to do?
• What are the benefits of the students?
• How do we implement the flipped classroom with our students?

3. FLIPPED CLASSROOM
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• Flipped classroom is a teaching strategy that reverses the traditional learning
environment by delivering instructional content, outside of the classroom. It
moves activities like projects, assignments, homework etc. into the class.
• Flipped classroom is a “pedagogical approach in which direct instruction
moves from the group learning space to the individual learning space, and the
resulting group space is transformed into a dynamic, interactive learning
environment where the educator guides students as they apply concepts and
engage creativity in the subject matter”

4. FOUR PILLARS OF FLIPPED CLASSROOM
i. Flexible Environment: In flipped classroom, teachers need to create flexible learning
environment by providing opportunities for students to choose when and where they want to
learn.
ii. Learning Culture: In flipped model, class time is shifting to discuss more in-depth about
each topic. More over, flipped classroom changes the traditional learning culture into learner
centered class. As a result, students are actively involved in knowledgeconstruction.
iii. International Content: Flipped learning requires international content. Means in flipped
classroom, the teachers determine what they need to teach and what materials students
should handle on their own. Here, teachers use international content to maximize class time
in order to adopt learner-centered, activity-oriented class.
iv. Professional Educator: The role of a professional educator is even more important in a
flipped classroom than in traditional one. The flipped model needs instructors who can
observe, provide timely feedback, continuously assess work and help students master
content. This is something only professional educators cando 4

5. WHERE IT STARTED…..?
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• Students learning at different paces (slow, medium, fast);
• Students missing important pieces of information from class even though
they were “present”;
• Students being absent (sick, sports, etc.) and missing lessons;
• Students not completing homework fully or correctly at home because they
“forget” how to do it from class (or simply coping from a friend)

6. WHERE IT STARTED…..?
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• Teacher spending most of class time lecturing and not giving students a lot of time
to practice on their own without support;
• Teacher spending many extra hours tutoring and re-explanning to students who
didn't “get it” in class.
• Noncompliance to the pre‐class study is a major issue in the implementation of flipped
class teaching (He, Holton, Farkas, & Warschauer, 2016).
• other subjects in the secondary school curriculum (eg, Mathematics), LS has only a
minimum requirement for basic facts and therefore, no standard textbook is
available (Legislative Council, 2017).

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8. WHO IS IT GOOD FOR?
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• Struggling learners;
• On grade level students;
• High achieving students;
• Gifted students;
• Students who have “checked out”;
• Students who love to learn.

9. IN THE FLIPPED CLASSROOM
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• Responsibility for learning flipped from teacher’s hands to students’hands;
• Face to face time flipped from teacher-focused to student-focused;
• Focus in class flipped from lower-order to higher-order thinking (low-level
Bloom’s: at home via video, podcast, website etc. high level Bloom’s:
during class time with teacher & peer discussion and support).

11. WHAT “FLIPPING” ENABLES TO DO?
Differentiation:
• Work one-on one with every student in my class every day as they need it
• Work with individuals and small groups in class
Student support:
• Students who might not have technology or parents to help them outside school now
have teachers guiding them and supporting them in class
Class Environment:
• Create a dynamic, engaging and interactive classroom focused on student on student-
to-student interactions
Review:
• Revisit concepts students don’t understand in a more differentiated environment
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12. WHAT FLIPPING ENABLES STUDENTS TO
DO?
• Students can pause rewind and re-watch lessons, learning at their
own pace
• Students can access the content for their class anytime, anywhere
on any device.
• Students receive instant feedback and teachers can spend more
time helping students and explaining difficult concepts.
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13. STUDENT BENEFITS ANDGOALS
DON’T HAVE TO WORRY
ABOUT…..
• Being absent and missing content can access
anytime, anywhere;
• Lessons being taught too fast to comprehend:
• Getting stuck on homework problems with no
support;
• Being bored because the content is too easy;
• Forgetting old material and having no way to
re-access it.
CAN FOCUS ON…..
• Being an active, responsible learner;
• Working and collaborating with classmates to
deepen understanding;
• Being in charge of their learning and their
success in class;
• Working with concepts they need more
support in understanding;
• Manage their time to meet given learning
objectives. 14

14. WHAT DO STUDENTS NOW DO ATHOME?
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• Watch a 5-10 minute long video;
• Take notes and copy examples;
• Pause, rewind, fast forward as needed
• At the practice parts in the video, pause and complete the exercises in the
Google form.
• After watching the video answer to the questions (what you understood most,
which part you still confused about)

15. FINAL THOUGHTS ON “THE FLIP”
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• “The flip “is only one tool in our “toolbox”, but it can be a powerful one;
• The flipped classroom is about increasing the 1:1 time with the students;
• Students need to be transitioned, this is a change for them and change is not
always easy;
• Don’t look at the flipped classroom as a way to get more material covered. Yes you
will have more time so you can “fit in” more topics, but it would be better if you
covered things in more depth;

16. CONT…
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• “Flipping” can work in any subject area and any grade level;
• Using this ideology has the ultimate goal of increasing students’
understanding and ownership of the content;
• You do not have to fully flip your classroom to receive the
benefits of “time-shift” in instruction;
• There is no ONE flipped classroom, take pieces of everything you
see and make it work for your students in your classroom.

17. “YOU CAN BE A GOOD TEACHER AND NEVER USE
TECHNOLOGY, AND TECHNOLOGY WON’T TURN A
BAD TEACHER INTO A GOOD ONE. HOWEVER, A
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GOOD TEACHER WHO USES TECHNOLOGY CAN
MAKE GREAT THINGS HAPPEN!”
RUSHION HURLEY

18. CONCLUSION
• Flipped classroom is a kind of blended learning.
• Opportunities for personalized leaning
• Free classroom time
• A continuous connection teacher-student
• Increase in student’s motivation
• Learning environment full of tools
• Variety in lecture content for different learning needs and
styles
• Choosing the appropriate engaging activities in
the classroom time is also important
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19. SUGGESTIONS
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Some suggestions are:
• Consider your students’ learningstyle
• Learn to use basic technological tools
• Plan in detail what to the inside and outside the classroom
• Choose appropriate activities depending on yours students’ learningstyles
• Use a great variety of activities to engage all of the students
• Integrate the appropriate tools
• Use LMS

20. REFERENCES
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• Chen, F.,Lui, A.M., & Martinelli, S.M. (2017). A systematic review of the
effectiveness of flipped classroom in Medical Education, 51 (6) 585-597.
• Kwok, S. (2016). Long study hours for Hong Kong students will only kill
their appetite for learning. South China Morning Post. Retrieved from
http://www.scmp.com/comment/insight-opinion/article/1933735/long- study-
hours-hong-kong-students-will-only-kill-their
• Google Scholar

21. THANK YOU
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