The document discusses the flipped classroom model of education. In a flipped classroom, students watch video lectures at home as homework and devote class time to exercises, projects, and discussions with peers and instructors. This contrasts the traditional model where lectures are given in class and homework is for assimilating knowledge. The flipped approach aims to have students do lower-level cognitive work like gaining knowledge outside class, and focus on higher-level work like application and analysis during class with support.

1. The Flipped Classroom
Carola Torres
EDPE 4005
Prof. Arlinda López

2. What do you think is a flipped
classroom?

3. Video

4. The Flipped Classroom
The flipped classroom is a pedagogical model
in which the typical lecture and homework
elements of a course are reversed. Short video
lectures are viewed by students at home before the
class session, while in-class time is devoted to
exercises, projects, or discussions.

5. The video lecture is often
seen as the key ingredient in
the flipped approach, such
lectures being either created
by the instructor and posted
online or selected from an
online repository.

6. In terms of Bloom’s revised
taxonomy (2001), this means that
students are doing the lower levels of
cognitive work (gaining knowledge and
comprehension) outside of class, and
focusing on the higher forms of cognitive
work (application, analysis, synthesis,
and/or evaluation) in class, where they
have the support of their peers and
instructor. This model contrasts from the
traditional model in which “first exposure”
occurs via lecture in class, with students
assimilating knowledge through
homework; thus the term “flipped
classroom.”

7. How does it work?
 In one common model, students might view multiple
lectures of five to seven minutes each.
 Online quizzes or activities can be interspersed to
test what students have learned.
 Immediate quiz feedback and the ability to rerun
lecture segments may help clarify points of
confusion.

8.  Instructors might lead in-class discussions or turn
the classroom into a studio where students create,
collaborate, and put into practice what they learned
from the lectures they view outside class.
 As on-site experts, instructors suggest various
approaches, clarify content, and monitor progress.
 They might organize students into an ad hoc
workgroup to solve a problem that several are
struggling to understand.

9. Why is it significant?
 In a traditional lecture, students often try to capture
what is being said at the instant the speaker says it.
They cannot stop to reflect upon what is being said,
and they may miss significant points because they
are trying to transcribe the instructor’s words.

10.  By contrast, the use of video and other pre-recorded
media puts lectures under the control of the
students: they can watch, rewind, and fast-forward
as needed.
 This ability may be of particular value to students
with accessibility concerns, especially where
captions are provided for those with hearing
impairments.

11.  At the same time, collaborative projects can
encourage social interaction among students,
making it easier for them to learn from one another
and for those of varying skill levels to support their
peers.

13. Where is it going?

14. What are the key elements of the
flipped classroom?
 Provide an opportunity for students to gain first
exposure prior to class.
 Provide an incentive for students to prepare for
class.
 Provide a mechanism to assess student
understanding.
 Provide in-class activities that focus on higher level
cognitive activities.

15. What are the benefits of the
flipped classroom?
 Students can consume lecture materials at their
own pace.
 The teacher is present while students apply new
knowledge.

16. R
E
S
U
L
T
S

23. Conclusion
The flipped classroom is very effective in
students that are o their own paced. They can learn by
themselves and come prepared for the class activity. It
is a good method, but we don’t know if all are students
have access to computers or even internet.

24. References
7 things you should know about FLIPPED CLASSROOMS. (2012,
February). Retrieved from Educause;
https://net.educause.edu/ir/library/pdf/eli7081.pdf
ATLANTA. (2013, June 23). Retrieved from American Society for
Engineering Education; http://www.studiesuccesho.nl/wp-
content/uploads/2014/04/flipped-classroom-artikel.pdf
Brame, C. J. (2013). Center for Teaching. Retrieved from
https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
Hirch, J. (2015, October 19). 100 videos and counting: Lessons from a
Flipped Classroom. Retrieved from: http://www.edutopia.org/blog/100-
videos-lessons-flipped-classroom-joe-hirsch
Knewton Infographics. (2014). Retrieved from
https://www.knewton.com/infographics/flipped-classroom/