Flipping the Teacher

1. FEDERAL UNIVERSITY OF TECHNOLOGY, MINNA, NIGER STATE
SCHOOL OF SCIENCE AND TECHNOLOGY EDUCATION
DEPARTMENT OF EDUCATIONAL TECHNOLOGY
INTERNET AND INTRANET IN EDUCATION (EDT 323)
ASSIGNMENT ON
FLIPPING THE TEACHER
PRESENTED BY:
ADEDEJI ADEGBOLA AMOS
2019/2/78840BT

2. INTRODUCTION
Flipping the teacher would involve
reversing the roles of the teacher and
the students in a classroom setting.
This would mean that the students
would be responsible for leading the
class and teaching the material, while
the teacher would be a learner or
observer. This approach is not a
common or widely recognized
teaching method.
Flipping the classroom" or "flipping the
teacher" is a teaching approach in
which students watch lectures or
receive other instructional material
outside of class, and then use class
time to work on projects, problems, or
discussions.

3. HISTORY OF FLIPPING THE TEACHER
The concept of "flipping the classroom" or "flipping the
teacher" has been around for several decades, but it has
gained popularity in recent years due to the proliferation
of online video platforms and the increasing availability of
digital educational resources.
One of the earliest known proponents of the flipped
classroom model was an American high school teacher
named Jon Bergmann, who began experimenting with the
approach in his chemistry classes in the early 2000s.
Bergmann and his colleague Aaron Sams published a
book on the subject in 2011 called "Flip Your Classroom:
Reach Every Student in Every Class Every Day," which
helped to spread the idea and popularize the term
"flipped classroom."

4. MODE OF OPERATION OF FLIPPING THE TEACHER
It is important to note that flipping the
teacher is not the same as flipping
the classroom, which is a teaching
approach that involves assigning
instructional materials to be watched
or read outside of class and using
class time for interactive learning
activities. In a flipped classroom, the
teacher may use a variety of
methods and techniques to engage
students in learning, such as
problem-based learning, group work,
discussions, and hands-on activities.
The goal of flipping the classroom is
to make more efficient use of class
time and to allow students to learn at
their own pace.

5. BENEFIT OF FLIPPING THE TEACHER
Some potential benefits of flipping the classroom
include:
 Allowing students to learn at their own pace and
review material as needed.
 Encouraging more active learning and engagement.
 Making more efficient use of class time.
 Giving teachers the opportunity to work with students
individually or in small groups.
 Allowing students to take a more active role in their
own learning.

6. LIMITATIONS OF FLIPPING THE TEACHER
Some potential limitations of flipping the classroom
include:
 It may not be appropriate for all subjects or all
students.
 It requires students to have reliable access to
technology and the internet.
 It may require additional time and effort on the part
of the teacher to create and assign instructional
materials.
 It may require a shift in the traditional teacher-
student dynamic, which may be difficult for some
teachers or students to adjust to.

7. CLASSROOM APPLICATION OF FLIPPING THE TEACHER
There are a few ways that this approach can be
implemented in the classroom:
 Pre-recorded lectures
 Online activities and readings
 In-class activities
 Homework

8. FLIPPING TEACHER ROLE USES
Some other potential uses for flipping the teacher might include:
 Flipping the teacher's role from a lecture-based approach to a
facilitator-based approach, where the teacher helps students
explore and discover concepts on their own.
 Flipping the teacher's role from being the primary source of
knowledge to being a coach or mentor, helping students develop
problem-solving skills and critical thinking.
 Flipping the teacher's role from being a traditional teacher to
being a technology coach or mentor, helping students learn how
to use different tools and platforms for learning and collaboration.
 Flipping the teacher's role from being the primary source of
information to being a facilitator of student-led discussions and
projects, where students take more ownership of their learning.

9. REFERENCE
• en.m.wikipedia.org
• Flipped Learning: A Guide for Higher Education Faculty by
Bonnie B. Nardi and Jason L. Griffith (published by John
Wiley & Sons, 2017)
• The Flipped Classroom: A Survey of the Research by Kari
K. Willis, Kelly A. Shaw, and J. Michael Spector (published
in the Journal of Computing in Higher Education, 2014)
• The Flipped Classroom: A Practical Guide by Jon
Bergmann and Aaron Sams (published by International
Society for Technology in Education, 2013)
• teachthought.com/learning
• www.viewsome.com>library