Here are some potential challenges that may arise when implementing a flipped classroom model and some suggestions on how to address them: 1. Student buy-in and engagement with pre-class work - Clearly communicate the purpose and benefits of pre-class work. Provide guidance on how long students should spend. 2. Technological issues - Have backup plans that don't rely on technology. Test all resources before assigning. Provide alternatives for those without access. 3. Increased workload for teachers - Start small by flipping just one unit. Streamline resources over time. Consider team-teaching to share the load. 4. Lack of support from administrators, parents or community - Communicate goals

3. The nature of education is continually changing, and teaching has changed
over time. It now focuses more on how to help students develop their
talents, both personally and professionally, rather than just presenting them
to theories and topics. The traditional teaching approach, which is teacher-
centered, is primarily used to teach nursing. During traditional lectures,
lecturers frequently employ a stand-and-deliver strategy, in which students
listen to information about the subject without participating.

4. This classic didactic teaching has clear drawbacks. Because they are
cognitive subjects, students passively absorb information during
instruction, which results in their lack of interest in learning and
limited understanding of specialized knowledge. Although the
traditional style aids students in quickly learning practical skills, it is
unable to foster student discussion and thought toward the larger
objective of developing their talents

5. Therefore, looking for a novel teaching approach to encourage
students' acquisition. Traditional teaching strategies must make way
for interactive classroom activities in order to achieve that. In this
respect, with the combined use of the advantages of both traditional
learning models and distance education, use of blended learning
models has become popular. Recently, the focus has shifted to
"flipped" classrooms.

6. • FC is a novel teaching method that differs from conventional
teaching methods. The focus on the FC is the student's accountability
for their own learning, and a necessary reflective approach. FC also
involves the process of moving learning from memory recall to
comprehension and application. Its emergence suggests a role shift
in education from teacher-centered (teaching) to student-centered
(characterized by active student participation.

7. This idea has recently become more popular among teachers.
Let's dive in to what flipped lecture rooms are all about, and
explore flipped class room strategies that we can implement.

9. FLIPPED CLASSROOM
“A flipped classroom is a type of blended learning where
students are introduced to the content at home and practice
working through it at school. This is the reverse of the more
common practice of introducing new content at school, then
assigning homework and projects to be completed by the
students independently at home.”

10. FLIPPED CLASSROOM
• This is an interactive learning approach that focuses on
individual and active learning over traditional group learning.
The students are introduced to new content and concepts with
pre-recorded videos /references that the students can watch/read
at home, and they come to school to work on the topics with a
bit of background knowledge of the same.

11. History of the Flipped Classroom
The first version of flipping the classroom was the peer teaching
approach, which Eric Mazur suggested in the early 1990s. In 1996,
Glenn J. Platt and Maureen J. Lage put out the concept of inverting the
classroom. In 2000, Baker suggested using internet resources to direct
in-person instruction.

12. Beginning of Flipped classrooms
• The flipped classroom concept was first implemented by two
teachers in Colorado – Jonathan Bergman and Aaron Sams, in
2007.The idea came to them when they realized that students
who missed classes due to illness or any other reasons had no
way to catch up on the topics taught in class. They began to
record videos of the lessons and used these videos as materials
in the class.

13. The concept later gained acceptance and progressed, becoming a
comprehensive teaching strategy that has been changing the face
of education.

14. Let’s analyze what exactly the flipped classes
are all about

15. FLIPPED CLASSROOM
• Flipping involves in helping the students to gain a competency
before they engage in the actual or real-time classroom
experience against pre-identified outcomes and goals. It is
basically student centered and requires that the instructor
emphasizes on the accountability among the students to learn.

16. FLIPPED CLASSROOM
• The student’s prior knowledge and understanding which is
required before the start of a class should be planned. It is
appropriate to prepare a study guide for the students to have a
better clarity about flipping techniques and the expected learner
outcomes.

19. Flexible environment
Flipped Learning allows for a variety of learning modes. In the
same way that educators often rearrange their learning spaces
physically to support group work or independent study during a
particular lesson or unit, Flipped Learning should provide flexible
spaces in which students choose when and where they learn.

20. Flexible environment
Furthermore, educators who flip their classes are flexible in their
expectations of student timelines for learning and in their
assessments of student learning..

21. Indicators for flexible environment
• Establish spaces and time frames that permit students to interact
and reflect on their learning as needed.
• Continually observe and monitor students to make adjustments as
appropriate.
• Provide students with different ways to learn content and
demonstrate mastery.

23. 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.

24. LEARNING CULTURE
• As a result, students are actively involved in knowledge
construction as they participate in and evaluate their learning in
a manner that is personally meaningful.

25. INDICATORS FOR LEARNING CULTURE
• Give students opportunities to engage in meaningful activities
without the teacher being central.
• Design these activities and make them accessible to all students
through differentiation and feedback.

27. 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.

28. INTENTIONAL CONTENT
• Educators use Intentional Content to maximize classroom time
in order to adopt methods of student-centered, active learning
strategies, depending on grade level and subject matter.

29. INDICATORS FOR INTENTIONAL CONTENT
• Prioritize concepts used in direct instruction for learners to
access on their own.
• Create and organize relevant content and material for students.
• Differentiate to make content accessible and relevant to all
students.

31. 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. During class time, they continually observe
their students, providing them with feedback relevant in the
moment, and assessing their work.

32. Professional Educator
• Professional Educators are reflective in their practice, connect with
each other to improve their instruction, accept constructive
criticism, and tolerate controlled disorder in their classrooms. While
Professional Educators take on less visibly prominent roles in a
flipped classroom, they remain the essential ingredient that enables
Flipped Learning to occur.

33. Indicators for Professional Educator
• Make ourself available to all students for individual, small group,
and class feedback in real time as needed.
• Conduct ongoing formative assessments during class time through
observation and by recording data to inform future instruction.
• Collaborate and reflect with other educators and take
responsibility for transforming our practice.

34. importants of flipped learning classrooms

35. REASONS WHY TEACHERS SHOULD CONSIDER
FLIPPING
•Flipping speaks the language of today’s students.
•Flipping creates busy students.
•Flipping helps struggling students.
•Flipping helps students of all abilities to excel.
•Flipping allows students to pause and rewind their teacher.
• Flipping increases student-teacher interaction.
•Flipping allows teachers to know their students better.

36. •Flipping increases student-student interaction.
•Flipping allows for real differentiation.
•Flipping changes classroom management.
•Flipping educate parents.
•Flipping makes our class transparent.
•Flipping is a great technique for absent teachers.
flipped learning

38. Benefits of a flipped classroom
It's flexible
Students can learn at their own pace
Students take responsibility for their learning
Students learn rather than encounter material in class there are
more opportunities for higher level learning
It does not waste time transferring information to students when
that information is available to them in books or online
Instructors work more closely with students, getting to know
students better and providing better assistance
Increased collaboration between students

39. How To Implement A Flipped Classroom
Model ?

40. Implementing A Flipped Classroom Model
1. Strategize
The first task is to determine the particular lesson that the
teacher wants to flip; after that, they should sort out the
learning outcomes, objectives, instructional resources, and
material.

41. Implementing A Flipped Classroom Model
2. Pre-Class Duty
Before starting any work, the teacher needs to carry out a
survey or conduct an activity that will enable them to provide
information of the students knowledge about a certain topic.
This will also give them the ‘’heads-up’’ about the kind of in-
class activities they can implement later.

42. Implementing A Flipped Classroom Model
3. Use Multimedia/Record
• The biggest incentive of using flipped classroom approach is
that it gives the teacher the opportunity to utilize multimedia in
their instructional methods. For instance, they can shoot a video
explaining any topic and send it to students who need to listen
and understand it clearly to participate in a discussion activity
the next day.

43. Implementing A Flipped Classroom Model
4. Flipping The Main In-Class Activity
While conducting a class online or offline, teachers need to
structure and restructure the class activities by dividing the class
into groups of two or pairing students with each other. During the
entire classroom session, the teacher needs to observe the students
closely.

44. Implementing A Flipped Classroom Model
5. Post-Class Activity
• After the conclusion of a particular class, teachers need to
give proper guidance to the learners and extend learning
activities that follow the in-class work.

45. Implementing A Flipped Classroom Model
6. Evaluate And Assess The
Class Plan
• After implementing the instructional model, teachers must
evaluate the effectiveness of their approach.

46. The steps in flipping a classroom

47. Step 1: Introducing the task
The goal of the very first step is to increase student participation and
prepare them for the activities they will be doing online/offline and
in-class during the flipped classroom session.
This starts with setting clear expectations by clarifying what exactly
we want our students to do and the amount of time they will need to
spend in order to prepare for the upcoming in-class activities.

48. Step 2: Selecting learning material
We can either create our own material for the flipped classroom or
select from what’s currently available online/offline. Often these
include online resources and book references.
Online videos: Videos vary from pre-recorded lectures to tutorials.
It’s important to make sure that the videos that we create or select
from an existing database such as YouTube, are concise (not
exceeding more than 10-15 minutes). To engage students more
effectively consider adding prompts or guiding questions which will
help them quickly identify important areas they need to focus on.

49. Selecting learning material
• Online/offline reading: Reading is another common
flipped classroom activity. These can be a website, a blog
post, reading notes, or a book. To get students’ attention
to important areas we can add a diagram or a visual,
highlight important areas, or include guiding/ reflective
questions.

50. Selecting learning material
• Presentations: Presentations are another effective way
to break down lessons and deliver them in an engaging
way. Readily available tools for creating presentations
include Google Slides, PowerPoint, and SlideShare's.

51. Selecting learning material
• Podcasts and screencasts: A podcast is a digital audio
file that students can download on their devices and listen
to whenever they want. On the other hand, a screencast
consists of both audio narration and computer screen
images, which is more effective in terms of introducing new
complex concepts and information. Like with videos, it’s
important to keep the segments brief with guided or
reflective questions in between to retain the focus of the
students.

52. Step 3: Evaluating what students have
learned
• It helps both the student and the teacher to know how well the
former has grasped the learning material prior to the actual in-
class activities.
• Thus we can alter the in-class activities as required to better
engage the students. It also lets you ensure that students actually
have completed the out-of-class activities assigned to them.

53. Evaluation of the students
• Self-assessment quizzes
• Multiple choice or short answer questions
• Online discussion forums where students can share comments
or questions about the lesson which can be discussed prior to
the class online or at the beginning of the class itself

54. Evaluation of the students
• Concept maps are a great way to test the student’s understanding
of a concept. They visually represent the different elements in a
concept and how they are connected to one another.
• Precis writing helps students aptly summarize what they’ve
learned in one brief paragraph and it’s another great way to
evaluate their understanding of the pre-class assessments.

55. Step 4: Conducting in-class activities
• By now students will have different understandings of the
material they have reviewed and studied during the out-of-class
activities.
• After assessing and identifing their levels of comprehension, we
can select individual or group-based activities to do in the
classroom to further assist them with their learning process.

56. Best Flipped
Classroom
Strategies for
Health Science
Classes

58. Assign Readings with Questions to
Answer
• One of the easiest ways to flip our classroom is to ask students to
complete readings at home instead of during class.
• This may seem like just giving students homework, but we can
twist it slightly to flip our students’ learning!
• Ask students to answer some questions about the readings to then
review in class. we could give all students the same questions or
vary our questions to spark discussion on different parts of the
reading.

59. Assign reading with questions to
answer
• This way, our class time can be more focused on
discussions and activities about the topic. Rather than
spending the first part of our class time on reading, we
can get right to the discussions and more in-depth
information

61. Create lecture videos
• Many teachers associate flipped learning with using technology.
One way to incorporate technology is to ask students to view
videos on the topic we want to cover.

62. One way to do this is to record our lecture and upload it to
a class website for students to watch at home. This way,
students will receive all of the important information we
want them to know, but it frees up in-class time for
discussions, answering questions, and doing hands-on skills
work.
Create lecture videos

63. Create lecture videos
• Creating our own videos is a lot of work up front, but in
the long run we will find it’s worth the time and effort!
• The biggest bonus to this is that absent students can
easily watch the videos to stay keep up

65. Demonstration videos
• We can use YouTube videos (or other online sources) to
demonstrate health care topics — especially procedures.
• when the class is about bone fractures. we can instruct
students to view specific videos before class,to see real-
life injuries and relate them to what they are learning in
class.

67. Create an online discussion group
• Another way to flip the classroom is to host digital
discussions.
• Teachers like this strategy because online discussions
encourage students to “speak their minds,” including
those who don’t usually speak up in class.

68. Create an online discussion group
• There are many variations to using online discussion,
such as
• Setting up ‘starter questions’ to spark discussions
• Asking students to include links to relevant articles they
found
• Having students initiate discussions with their own
questions

70. Use a digital curriculam
• One of the fastest and easiest ways to flip a classroom is
through digital curriculum. It allows our students to access the
bulk of base knowledge from a computer, making it easy for us
to flip the classroom whenever we like.

71. • Using a digital curriculum for flipped learning is similar to asking
students to do traditional classwork at home. In this case, we
instruct students to go through eLearning lessons within the
curriculum system as homework. That teaches them the material
for the next class session.
• After completing the lessons, students take the integrated quiz as a
formative assessment. A digital curriculum system will even record
and show us the grades (and other student data) from a convenient
dashboard.
Use a digital curriculam

72. • Student grades helps us to understand where our students are in
our syllabus. If most students have trouble with a certain concept,
we know to talk about that concept more in class.
• If most students have zoomed through a unit, we know that we
don’t have to spend much time on it in class.
• Using a digital curriculum is one of the easiest and least time-
consuming ways for us to flip our health science classroom.
Videos, lessons, and assessments are already there waiting to be
used.We just need to decide which lessons we want to flip!

73. Challenges in the
implementationof
Challenges in the
implementation of

74. Challenges in the implementation of the
Flipped Classroom model
• Despite the increasing popularity of the flipped classroom
model level, a number of challenges have been identified.
• While technology may be considered a deeply-embedded
element within the flipped classroom approach, an important
consideration is that pedagogy should lead requirements,
rather than technology. To include technology in the
flipped classroom without first considering its pedagogical
purpose will not lead to effective teaching or learning.

75. What difficulties may arise when
FLIPPED CLASSROM is implemented
and how can they be overcome?

76. Unfamiliar Instructional Approach
• Many students are unfamiliar with the flipped classroom
instructional approach. They may not understand the rationale
of the flipped classroom, and it's possible that they aren't used
to learning new information outside of the classroom. Students
could therefore find it too difficult to acquire a new teaching
strategy and comprehend the course material at the same time.

77. Guidelines to overcoming the challenge: Strengthen
teacher-student communication before flipping
• Students may resist the change to a new instructional method if
they do not understand its goals and benefits. So before flipping,
teachers should open up communication with students, explaining
the purpose of the flipped classroom and how it will help them
learn the material more thoroughly. Students should also have a
chance to voice their concerns. This way, teachers can provide the
necessary support and directions to alleviate their stress.

78. Disengagement During Pre-Class
Activities
• Learning could be unintentionally hampered by inadequately made
pre-class educational videos. For example, When watching lengthy
videos, for instance, some students lose interest and stop halfway
through. Other students express dissatisfaction with videos, saying
they look impersonal and separated from the teacher appearing on
screen. As a result, they passively observe and miss essential
concepts.

79. Guidelines to overcoming the challenge:
Practice cognitive theory in video production
• Research on multimedia learning suggests that students have
an engagement time of about 6 minutes when watching
videos. So, more extended topics should be broken up into
shorter segments lasting no more than 6 minutes. Additionally,
videos with a more conversational approach will help students
feel a more profound sense of connection with the instructor
on screen and increase engagement.

80. Overwhelming Workload for Students
• In some instances, students complained that the pre-class
workload of flipped classrooms exceeded that of a traditional
classroom.

81. Guidelines to overcoming the challenge: Retain
the workload of traditional classrooms
• A flipped course should maintain the same amount of work as a
traditional course, so instructors should estimate the time required
for traditional homework and align their pre-class activities
accordingly. It is worth remembering that students will spend more
time watching than a video's actual play length since they will
regularly stop and rewind the video. So, each class should not
require more than 20 mins of video content.

82. Lack of Out-of-Class Support
• Some students complain that they are not able to ask questions
during pre-class activities. Students are often expected to use
their newly acquired knowledge in the next class period, and
unanswered questions may lead to misconceptions or
knowledge gaps, hindering the in-class activities.

83. Guidelines to overcoming the challenge: Provide
students with out-of-class communication
platforms
• Students need extra out-of-class support in a flipped classroom
because it is challenging to learn the material in isolation. Opening
lines of communication for students to interact with each other and
their instructor outside-of-class may provide the necessary
assistance. Online discussion boards work well for this.

84. Overwhelming Work for Teachers
• Although there are plenty of instructional videos that are
available online, some teachers complain that they are not easy
to find or that they do not perfectly match what they want their
students to learn. Because of this, many teachers attempt to
create their materials, requiring a substantial amount of time
and effort.

85. Guidelines to overcoming the challenge:
Prepare materials progressively
• It may not be feasible for a teacher to develop an entire suite of
course content for a new flipped class. Instead, it may be more
reasonable to work on two to three topics each year and
supplement them with already available content. Another option
is to develop material collaboratively, with a group of teachers
working together to develop a course.

86. Unfamiliar Instructional Technique for
Teachers
• A few studies have found that teachers who were recently
introduced to the flipped classroom did not understand the
technique or the advantage of the approach.

87. Guidelines to overcoming the challenge:
Increase pre-service training and professional
development options
• With flipped and blended classrooms growing in popularity, related
training should also increase. On the one hand, it may be beneficial
to increase pre-service teacher instruction related to the method.
Training in video production and lesson design could expose new
teachers to more diverse instructional methods and establish a more
practical connection with educational theory.

88. • On the other hand, teachers who are already flipping their
classrooms could benefit from increased communication with
colleagues and other professionals regarding their teaching
approach. Notably, an alternative perspective may help to point
out areas of weakness so teachers can improve their techniques.

89. Limited Student Accountability for Pre-class
Activities
• Likely the number one challenge with flipped classrooms is an
inability to motivate and monitor students' participation with
the pre-class learning activities. The teaching method relies on
the completion of pre-class activities, and inadequate
preparation may dramatically reduce the effectiveness of the in-
class activities.

90. Incorporate a learning management system that
includes gamification
• Gamification, a growing trend in education, seems to have positive
effects on student motivation and engagement. The technique
usually involves rewarding students with points or badges and
keeping track of progress on a leaderboard. Some learning
management systems (e.g., Moodle) have built in-game elements.

91. CONCLUSION
The “Flipped Classroom” is an exciting and engaging model of
instruction. This method of instruction puts the learning in the hands of
the learner and asks the educator to facilitate the learning process. The
guiding philosophy behind the “flipped” model asks educators and
students to change their attitudes towards a classroom experience. It
provides students with opportunities that encourage critical thinking and
the application of the knowledge.