This document summarizes an agenda for a presentation on the flipped classroom model. It includes sections on the history of flipped classrooms, learning theories that support this model, examples of flipped classroom implementations in China and Ireland, and common challenges and outcomes of the flipped classroom approach. Research references on the flipped classroom and constructivist learning theory are also provided.

1. Camila Alves de Brito

2. The purpose of the video.
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Agenda
A Brief History of the Flipped Classroom
Learning Path
Learning Theory
China : Use of technology, collectivism culture,
education plan and flipped classroom model.
Ireland: education plan and flipped classroom
model.
Mind Map with agenda:
https://mm.tt/1539867822?t=PFgU6
11P05

4.  https://www.youtube.com/watch?v=Y3b9tCmUmA4
Common challenges and outcomes
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6.  The constructivist learning theory
advocates the student-centered learning
under the guidance of teachers. Besides,
constructivist learning environment
includes four elements: situation,
cooperation, conversation and meaning
construction.
Ziling Xu (2018)
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https://prezi.com/view/W8QUhCEFf8WVuDVpNh9
m/

7. • Reciprocal teaching/learning. Allow pairs of students to teach
each other.
• Inquiry-based learning (IBL) Learners pose their own
questions and seek answers to their questions via research and
direct observation.
• Problem-based learning (PBL).
• Cooperative learning.
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 “Learning is best facilitated by a
process that draws out the
students' beliefs and ideas about a
topic so that they can be
examined, tested, and integrated
with new, more refined ideas”
(Kolb and Kolb, 2005).

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9.  https://www.youtube.com/watch?v=VAesMQ6VtK8
As the internet exploded in the 21st
Century, the use of technology as a
delivery vehicle for instruction
began to gain a foothold in
secondary classrooms in the United
States (Bergmann & Sams, 2012a;
Bergmann & Sams, 2012b). In 2016,
about 77% of Americans in 2016
owned a smartphone, and 73% said
they had broadband service at home
– an increase of 6 percentage points
from year before, according to the
Pew Research Center.
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11. https://www.industryweek.com/talent/article/21998889/the-
countries-with-the-most-stem-graduates
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12. Social rules focus on promoting selflessness and putting the community needs
ahead of individual needs
Working as a group and supporting others is essential
People are encouraged to do what's best for society
Families and communities have a central role
Greater emphasis on common goals over individual pursuits
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13.  Education on the patriotism-centered national spirit
and the spirit of the times centering on reform and
innovation should also be enhanced. It is necessary to
promote education in socialist concepts of honor and
disgrace, enable students to cherish unity and mutual
assistance, be honest, trustworthy, disciplined, law-
abiding and hard-working, and to embrace a plain
lifestyle.
 P. 3 Outline of China’s National Plan for Medium and Long-term Education Reform and
Development (2010-2020)
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14. From J. Zhang, Y. Wang, & B.
Zhang (2012). Introducing a new
teaching model: Flipped classroom.
Journal of Distance Education,
30(4), p. 48.
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15. The site explained that headbands
are intended to improve teaching
and efficiency in the classroom,
claiming that the practice “received
widespread attention.” It also claims
that the headband can detect the
child’s concentration and produce an
“attention score,” which goes to the
teacher’s personal computers. The
teacher can share the score with
parents.
Presumably, the headband improves
control over the classroom, helping
the teacher understand and analyze
class dynamics in real time,
facilitating a more targeted teaching
design, whatever that is.
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17. https://ec.europa.eu/culture/content/
overview_en
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18. Talbert, R. (2011). Inverting the linear algebra classroom [Presentation slides]. Retrieved from http://prezi.com/dz0rbkpy6tam/ inverting-the-
linear-algebra-classroom/
Toivola, M. (2020). Flipped Assessment -A Leap towards Flipped Learning. Tagungsband Zur Tagung Inverted Classroom and beyond 2020. 6/18/2020

19. -
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20. J. Zhang, Y. Wang, & B. Zhang (2012). Introducing a new teaching model: Flipped
classroom. Journal of Distance Education, 30(4), p. 48
King, A. (1994) ‘Guiding Knowledge Construction in the Classroom: Effects of Teaching
Children How to Question and How to Explain’, American Educational Research
Journal, 31(2), pp. 338–368. doi: 10.3102/00028312031002338.
Kolb, A.Y. and Kolb, D.A. (2005). Learning Styles and Learning Spaces: Enhancing
Experiential Learning in Higher Education . Academy of Management Learning &
Education, Vol. 4 (2), pp. 193-212
Lage, Maureen & Platt, Glenn & Treglia, Michael. (2000). Inverting the Classroom: A
Gateway to Creating an Inclusive Learning Environment. Journal of Economic
Education. 31. 30-43. 10.1080/00220480009596759.
Talbert, R. (2011). Inverting the linear algebra classroom [Presentation slides].
Retrieved from http://prezi.com/dz0rbkpy6tam/ inverting-the-linear-algebra-
classroom/tation. 2015. Digital strategy for schools 2015-2020. Enhancing teaching,
United Nations Educational, Scientific and Cultural Organization (UNESCO), 7, place
de Fontenoy, 75352 Paris 07 SP, France, and Commonwealth of Learning (COL), 4710
Kingsway, Suite 2500, Burnaby, BC V5H 4M2, Canada
https://unesdoc.unesco.org/ark:/48223/pf0000247495
Wang Chaochao. (2017). An Explorative Research into the Effectiveness of College
Students’ Presentation in the Flipped Classroom Model. Hangzhou: Zhejiang University,
23
Wang Chaochao. (2017). An Explorative Research into the Effectiveness of College
Students’ Presentation in the Flipped Classroom Model. Hangzhou: Zhejiang University,
23.
Wang Chun. (2009). Reorientation of Teacher-student Roles Based on Constructivism.
China Electric Power Education, 148, 29-30.
Wang Lina, Huang Qiusheng, Jiang Yi. (2017). A Comparative Analysis of the Current
Situation of Flipped Classroom at Home and Abroad. Digital Education, 2, 19-21.
Zhai, X., Gu, J., Liu, H., Liang, J.-C., & Tsai, C.-C. (2017). An Experiential Learning
Perspective on Students’ Satisfaction Model in a Flipped Classroom Context.
Educational Technology & Society, 20 (1), 198–210.
Zhao Xinglong. (2014). The Process of Knowledge Internalization and the Design of
Teaching Mode in Flipped Classroom. Modern Distance Education Research, 2, 55-61.
Zhang Jinlei. (2013). The Application of Gamification Learning Concept in Flipped
Classroom Teaching. Journal of Distance Education, 1, 73-78.
Zhong, X., Song, S. & Jiao, L. (2013). InXu, Z. and Shi, Y., 2018. Application of
Constructivist Theory in Flipped Classroom — Take College English Teaching as a Case
Study. Theory and Practice in Language Studies, 8(7), p.880.structional design based on
the idea of the flipped classroom in ICT environment. Open Education Research, 19(1),
p. 62.
Learning and assessment.Ireland https://www.education.ie/en/Schools-
Colleges/Information/Information-Communications-Technology-ICT-in-
Schools/digital-learning-framework-post-primary.pdf
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