The flipped classroom is a teaching method that delivers lecture material online for students to study at home, reserving class time for practical, interactive activities. It promotes a student-centered approach, allowing learners to engage in deeper exploration of topics and actively participate in their knowledge construction. While this model benefits education through greater engagement and efficient use of class time, further research is needed to optimize its implementation.

2. • The flipped classroom, a teaching
method that delivers lecture
content to students at home
through electronic means.
• Uses class time for practical
application activities, may be
useful for class room instruction.

3. • Today the technological movement has
changed the face of education.
• This technological movement has enabled
the amplification and duplication of
information at an extremely low-cost.
• Digital learning, online learning, and the
development of software tools to facilitate
student learning has given entirely new
directions for education research.

4. • Flipped classroom is an exciting new topic in
educational research.
• The flipped classroom is known by various names
including the inverted classroom, and more simply,
the flip.
• The flipped classroom is known by various names
including the inverted classroom, and more simply,
the flip.

5. • The flip evolved out of a history of
experimentation with the concept of hybrid or
blended learning and problem based learning,
using active learning techniques and new
technologies to engage students.
• Origination stories differ, but most credit goes to
Jonathan Bergmann and Aaron Sams, high school
chemistry teachers from Colorado, who began
using recorded lectures in 2006. (Arnold 2014)

6.  Defined simplistically as "school
work at home and home work at
school,
 flipped learning is a pedagogical
approach that allows teachers to
implement a methodology, or various
methodologies in their classrooms.

7. It is an instructional strategy and a
type of blended learning that
reverses the traditional educational
arrangement by delivering
instructional content, often online,
outside of the classroom and moves
activities, including those they may
have traditionally been considered
homework into the classroom.

8. • Intentionally shifts instruction to a leaner-
centred model
• Class time is dedicated to exploring topics
in greater depth and creating meaningful
learning opportunities.
• Educational technology such as online
videos are employed to deliver content
outside of the classroom.

9. Content delivery may take a variety of
forms - often, video lessons prepared
by the teacher or third parties are
used as delivery mechanism, through
online collaborative discussions,
digital research, or text readings may
be utilized as well.

10. COMPARISION
Traditional method
• Teacher-centered model
• The teacher is the main
source of information,
the teacher is the “sage
on the stage” the sole
content expert who
provides information to
students, generally via
direct instruction lecture.
Flipped method
• Student-centered approach,
where in-class time is meant for
exploring topics in greater
depth and creating richer
learning opportunities.
• They are actively involved in
knowledge formation through
opportunities to participate and
evaluate their learning in a
manner that is personally
meaningful.

11. • As curricular requirements grow,
instructors are pressured to make
more efficient use of class time.
• In the flipped classroom students can
get the most out of class time by
spending it on practical application,
not on inactive lecture.

12. • This transfer of what has traditionally been
passive learning out of the classroom
leaves class time to focus on the more
engaging elements of teaching and
learning.
• The class time can be utilized to interact
and clarify material, more time to explore
concepts deeply.
• The flip provides more time for active
learning to happen in the classroom
setting.

13. • The flipped classroom provides an opportunity to
students to learn the contents before attending the
class.
• The idea is to address students learning at the lower
level of Bloom’s taxonomy so that students can
remember and understand the contents by reading
lecture notes or view the videos.

14. • As the student come to the class they involve
in activity based learning individually or in
groups.
• Thus giving them an opportunity to master their
knowledge and skills by working on the higher
levels of Bloom’s taxonomy by applying,
analysing, evaluating and creating new
knowledge and understanding as shown in
figure in the next slide:

16. • A cadre of experienced educators from the
Flipped Learning Network, along with
Pearson (2013), identified those four
Pillars of F-L-I-P™,
• An acronym of Flexible Environment,
Learning Culture, Intentional Content, and
Professional Educator. (Hamdam et al,).

17. Educators create flexible spaces to
accommodate in which students
choose when and where they learn.
Educators who flip their classes are
flexible in their expectations of
student timelines for learning and in
their assessments of student learning.

18. • Educators determine what they need to
teach and what materials students should
explore on their own.
• Educators use intentional contents to
maximise classroom time in order to adopt
methods of student- centered, active
learning strategies, depending on grade
level and subject matter.

19. • In flipped learning the instruction
shifts from teacher-centred to
learner-centred approach.
• Students are actively involved in the
knowledge construction as they
participate and evaluate their
learning in a manner that is
personally meaningful.

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

21. • In this world of digital and online learning, flipped
model can prove to be effective in implementing in
the classroom by the educators.
• The flipped classroom constitutes a role change
for instructors, who give up their front-of-the-class
position in favour of a more collaborative and
cooperative contribution to the teaching process.
• There is a change in the role of students.
• Many of whom are used to being cast as passive
participants in the education process, where
instruction is served to them.

22. • The flipped model puts more of the responsibility
for learning on the shoulders of students.
• Activities can be student-led, and communication
among students can become the determining
dynamic of a session devoted to learning through
hands-on work.
• What the flip does particularly well is to bring
about a distinctive shift in priorities— from merely
covering material to working toward mastery of it.
• However more qualitative and quantitative
research needs to be done to identify how the
potential of the model can be maximized.