Flipped Teaching inHigher EdCynthia ChandlerNational UniversityTeacher Education Department
What is aFlipped Classroom? (Bergmann & Sams, 2007)www.flippedclassroom.org K-12 Model Face-to-Face “in class” teaching Lecture-based shifted to new learning modelspromoting interaction in the FTF environment Group--->> Individualized Instruction
Lecture Direct Instruction Shifts to video-based instruction Archived instructional videos online Individualized “just-in-time” Individualized “personalized” (PLN)(Fulton, K., 2012, Reinventing Schools for the 21stCentury for the National Commission on Teaching andAmerica’s Future)
Shift from Lecture-BasedInquiry BasedLearningProblem BasedLearningExperientialLearning
Basic Tenets of theExperiential FC The educator becomes a facilitator and tour guide oflearning possibilities – offering these possibilities tothe learners and then gets out of the way. Learning institutions are no longer gatekeepers toinformation. Anyone with connections to the Internethas access to high level, credible content. Lectures in any form, face-to-face, videos, transcribed, or podcasts, should supportlearning not drive it nor be central to it.
Basic Tenets of theExperiential FC Informal learning today isconnected, instantaneous, andpersonalized. Students should have similarexperiences in their more formal learningenvironments. Almost all content-related knowledge can be foundonline through videos, podcasts, and online interactivelearning objects, and is more often better conveyedthrough these media than by classroom teachers.
Basic Tenets of theExperiential FC Learners need to be personally connected to thetopic. Student engagement is the key tolearning. This is more likely to occur throughengaging experiential activities. A menu of learning acquisition and demonstrationoptions should be provided throughout the learningcycle.
Doug HoltonCenter for Teaching and Learning Excellence,Embry-Riddle Aeronautical University, DaytonaBeach, FL.Lectures do still have a place [in the traditional classroom]and can be more effective if given in the rightcontexts, such as after (not before) students haveexplored something on their own (via a labexperience, simulation, game, field experience, analyzingcases, etc.) and developed their own questions and a‘need to know.’http://edtechdev.wordpress.com/2012/05/04/whats-the-problem-with-moocs/