The document provides information about the flipped classroom model. It begins with a brief history, noting that in 2007 two teachers in Colorado started flipping their classrooms to help students who missed class. They recorded lectures for students to watch at home. The document then defines flipped learning as moving direct instruction outside of the group space, usually to home, so class time can be used for interactive activities guided by the teacher. Flipped learning is based on four principles: flexible environment, learning culture, intentional content, and the professional educator role. Benefits listed for students include varying learning speeds and reviewing lessons. Benefits for teachers include focusing on guiding students rather than lecturing, collaborating with peers, and connecting more

1. FLIPPED CLASSROOM
P.A.D Prof. Silvia Borba
4/25/2018
Autumn Camp. Minas
@sylkbor ssbsierra@gmail.com

2. Just a little history about
Flipped Classroom
In 2007, two teachers from the
Institute Woodland Park in
Colorado, USA, realized that
they had a problem with the
students that could not attend
classed and decided to solve it.

3. What did they do?

4. “

5. Theory behind Flipped Classroom (FC)
▧ While often defined simplistically as “school
work at home and home work at school,”
Flipped Learning is an approach that allows
teachers to implement a methodology, or
various methodologies, in their classrooms.

7. DEFINITION OF FLIPPED LEARNING
Flipped Learning 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 creatively in the
subject matter.

8. FLIPPED LEARNING IS BASED IN FOUR PRINCIPLES:

9. FLEXIBLE ENVIRONMENT
TEACHERS:
 create flexible spaces in which students
choose when and where they learn.
Furthermore, educators who flip their
classes are flexible in their expectations of
student timelines for learning and in their
assessments of student learning.

10. LEARNING CULTURE:
 In the traditional teacher-centered model,
the teacher is the primary source of
information. By contrast, the Flipped
Learning model deliberately shifts
instruction to a learner-centered
approach, where in-class time is
dedicated to exploring topics in greater
depth and creating rich learning
opportunities.

11. INTENTIONAL CONTENT:
 Flipped Learning Educators continually
think about how they can use the
Flipped Learning model to help
students develop conceptual
understanding, as well as procedural
fluency. They determine what they
need to teach and what materials
students should explore on their own.

12. PROFESSIONAL EDUCATOR:
 The role of a Professional Educator is even more
important, and often more demanding, in a Flipped
Classroom than in a traditional one

13. BENEFITS OF A FLIPPED CLASSROOM
STUDENTS TEACHERS
Students learn at a varying
speed
Teachers focus on being
“Guide on the side””not the
“Sage on the Stage”
Students are provided
opportunities for review
Teachers spend more time
supporting students with
practice.
Students take ownership of
their learning
Teachers collaborte with peers
in creating materials.
Students are actively working
with their peers.
Teachers connect with
students.
Lesson front-load students for
classroom activities
Teachers are involved with
student learning rather than
lecture.

15. BEFORE PLANNING
A CLASS
PURPOSE:
What do we
pretend to
achieve?
CONTENT:
What are we
going to
teach?
SEQUENCE:
How will we order
the sequence of
tasks?
EVALUATION:
How do we know
we are achieving
the purpose?
Rubrics
RESOURCES:
Which ones?
THEORY:
Which is the theory
behind my lesson
plan?

17. FROM THEORY TO PRACTICE:
WINTER GAMES:

19. COOPERATIVE WORK: HOME
 Divide into 5 groups
 You have been assigned one photo
 After school:
 Look for information about the photo in the web
page you have been suggested by the QR code
 Answer the following questions:
a- who the athlete is?
b- where is she/he/them from?
c- what is the name of the discipline?
d- how was her/his/their perfomance?

20. How do they solve the problem of meeting to
complete the task?
Possible solution: incorporate Google docs to
the activity
How do they take notes?
Assign roles to the members of the group
How do they present the information to the other
team?
The secretary of the group will be presenting the
data
How do they complete the chart?
Roles again

21. THEORY BEHIND THIS ACTIVITY:
GROUP WORK
CRITICAL THINKING
PROBLEM SOLVING
LEARNING BY DOING
PEER TUTORING
LEARNING STYLES
BLOOM´S REVISED TAXONOMY
ANTICIPATED PROBLEMS:
Not all the students will do the task.

22. CLASS:
 Join with your partners
 Now, join team 1 and 2, 3 and 4 and 5
will have a different task
 Team 1 to 4: complete the chart on the
white board
 Team 5: search in the web extra
information about your discipline and
world records in the Guinness Book.

23. TEACHER´S ROLE:
MONITOR
ON GOING ASSESSMENT
TIME FOR EACH STUDENT
EXPANDING IDEAS

24. EXPANDING THE CLASS: HOME
1. Write a short paragraph about the photo that impressed you the most,
justify your selection by explaining –at least- two reasons.
2. Look for a video in YouTube related to the Winter Games. Write a
brief review about it (60-70 words)
3. Look for more information about the Winter Games and prepare a
semantic map with the information to share in the class.

25. FLIPPED MAGAZINES