WHAT IS IT? HOW DOES IT WORK? WHO’S DOING IT? WHY IS IT SIGNIFICANT? WHAT ARE THE DOWNSIDES? WHERE IS IT GOING? WHAT ARE THE IMPLICATIONS FOR TEACHING AND LEARNING?
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
A Teacher's Practical Guide to the Flipped ClassroomJuste Semetaite
Educators have a lot on their hands.
We know that preparing for classes, lecturing, and grading are just the crumbs of the real load you need to carry. Plus, all the insanity surrounding the flipped classroom model that you are suddenly expected to know inside and out.
Wouldn’t it be nice to have one, comprehensive reference guide to grasp it all?
This free guide will help you master the best practices of the flipped classroom.
SO WHAT’S IN THE GUIDE?
- To flip or not to flip? An honest overview of benefits & risks
- Leading industry experts’ insights into the role of video in education
- A real-life case study of a flipped classroom
- The ultimate checklist of things to consider before flipping
- 12 Practical EdTech tools to make your life easier
- Time-saving tips on writing lesson plans for the flipped classroom
p.s. don’t worry, it’s easy with vzaar
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
A Teacher's Practical Guide to the Flipped ClassroomJuste Semetaite
Educators have a lot on their hands.
We know that preparing for classes, lecturing, and grading are just the crumbs of the real load you need to carry. Plus, all the insanity surrounding the flipped classroom model that you are suddenly expected to know inside and out.
Wouldn’t it be nice to have one, comprehensive reference guide to grasp it all?
This free guide will help you master the best practices of the flipped classroom.
SO WHAT’S IN THE GUIDE?
- To flip or not to flip? An honest overview of benefits & risks
- Leading industry experts’ insights into the role of video in education
- A real-life case study of a flipped classroom
- The ultimate checklist of things to consider before flipping
- 12 Practical EdTech tools to make your life easier
- Time-saving tips on writing lesson plans for the flipped classroom
p.s. don’t worry, it’s easy with vzaar
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Presentation slides for virtual presentations about the flipped classroom-the full picture http://usergeneratededucation.wordpress.com/2013/01/28/the-flipped-classroom-the-full-picture-presentation-materials/
The flipped classroom model is an instructional strategy that uses blended learning to reverse where lecture and learning take place. This strategy enables students to access content more flexibly, increasing engagement and active learning, and gives teachers the opportunity to better assist, engage, and differentiate learning for students during class time.
Learn what the flipped classroom model really means and how to implement it in your classroom.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
This is session was host by HCL Talentcare @SMW Bangalore.
Know more here: http://socialmediaweek.org/bangalore/2015/03/04/flipped-classroom-how-does-the-role-a-teacher-change-for-teaching-the-connected-class/
How to Create a Successful Blended Learning ProgramLorna Keane
Implementing a successful blended learning program begins with finding the right resources. Using an all-in-one learning system makes it easy to blend, flip, or tilt your classroom in a few simple steps. In this presentation, we look at what blended learning is, why so many educators are making the move to blended learning environments, and what it takes to make them succeed.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
6 Ways Technology is Changing Education for the BetterLorna Keane
Technology is disruptive. Education technology is in a whole new league. Breaking down the traditional barriers of the school system, it has led to revolutionary changes in the education sector. Where once the golden rule of the classroom was “no talking”, we now have teachers encouraging open collaboration. Where once we had students falling behind without being noticed, we now have systems pinpointing a student’s weaknesses and providing instant help. Where once all communication between student and teacher was lost outside the classroom, we now have social media to connect at all times. It’s simply indisputable that technology is impacting education for the better, and while some remain sceptical, the proof is in the pudding.
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Presentation slides for virtual presentations about the flipped classroom-the full picture http://usergeneratededucation.wordpress.com/2013/01/28/the-flipped-classroom-the-full-picture-presentation-materials/
The flipped classroom model is an instructional strategy that uses blended learning to reverse where lecture and learning take place. This strategy enables students to access content more flexibly, increasing engagement and active learning, and gives teachers the opportunity to better assist, engage, and differentiate learning for students during class time.
Learn what the flipped classroom model really means and how to implement it in your classroom.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
This is session was host by HCL Talentcare @SMW Bangalore.
Know more here: http://socialmediaweek.org/bangalore/2015/03/04/flipped-classroom-how-does-the-role-a-teacher-change-for-teaching-the-connected-class/
How to Create a Successful Blended Learning ProgramLorna Keane
Implementing a successful blended learning program begins with finding the right resources. Using an all-in-one learning system makes it easy to blend, flip, or tilt your classroom in a few simple steps. In this presentation, we look at what blended learning is, why so many educators are making the move to blended learning environments, and what it takes to make them succeed.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
6 Ways Technology is Changing Education for the BetterLorna Keane
Technology is disruptive. Education technology is in a whole new league. Breaking down the traditional barriers of the school system, it has led to revolutionary changes in the education sector. Where once the golden rule of the classroom was “no talking”, we now have teachers encouraging open collaboration. Where once we had students falling behind without being noticed, we now have systems pinpointing a student’s weaknesses and providing instant help. Where once all communication between student and teacher was lost outside the classroom, we now have social media to connect at all times. It’s simply indisputable that technology is impacting education for the better, and while some remain sceptical, the proof is in the pudding.
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
Flip It! is a professional development resource about moving direct instruction away from group learning spaces so that these spaces can be transformed into more dynamic and interactive learning environments.
The Practical Guide to Flipping Your Classroom - An eBook by the Panopto Vide...Panopto
In the last decade, academic institutions at all levels have begun introducing non-traditional pedagogies that combine traditional brick-and-mortar teaching with online, on-demand learning.
Among all of the approaches to this “blended learning,” one has garnered more media attention, reported more tangible results, and gained the support of more educators than any other — the flipped classroom.
In just the last four years, flipping the classroom has evolved from an obscure experiment to a mainstream model for improving the student learning experience in universities and school districts around the world.
But just what is a flipped classroom?
How do teachers prepare to flip a class?
How do they create flipped lecture materials and structure in-class time?
And how do they know if all their efforts were worth it?
Just in time for the new school year, we’ve developed the definitive guidebook for any teacher, professor, or administrator interested in flipping their classrooms.
The Practical Guide to Flipping Your Classroom covers everything from what questions educators can expect when flipping a class, to how to plan for interactive learning sessions and even what to look for in video equipment.
Learner centered teaching n flipped classroom- paper presented at mct on 7th ...DrAnsari MQ
‘Guide more, teach less.’ ‘From sage on the stage to guide on the side.’ ‘I do, I learn.’ These quotes clearly indicate that the role of teacher has gone a sea change from sage on the stage to guide on the side of the students. For well over a decade, the focus of the classroom has steadily shifted from a teaching-centric approach to a learning-centric approach (Barr & Tagg, 1995). This approach warrants for a rethinking of the traditional way of teaching still prevalent in our institutions. Active learning is anything that students do in a classroom other than merely passively listening to the lecture. All genuine learning is active, not passive. It involves the use of mind, not just the memory. A paradigm shift is occurring in teaching-learning activities and the world has moved ahead but our educational institutions still caught in a web of old, traditional methods originated a century ago. It is time for teachers and administrators to think, analyze and steer ahead with the integration of the approaches blended with the tools of technology leading to better learning of our students. Today’s gathering is a step in this direction.
Orígenes y evolución de la inteligencia emocional.Principales modelos de inteligencia emocional. Modelos mixtos. Modelo de Goleman. Modelo de Goleman.Modelo de Habilidad. Las competencias emocionales.Conclusiones
Introducción. Aclaraciones importantes. Adopción de la tendencia.Elementos clave. ¿Cómo funciona, cuál es mi rol, cómo aprovechar el tiempo en el aula, necesito hacer vídeos?. Flipped learning + Peer instruction. Flipped Mastery Learning. Flipped Learning Gamification. Una mirada crítica. ¿Nuevo modelo?... ¡Ya se debería estar haciendo!. Desafios . Acciones recomendadas. IGUALDAD EN EDUCACIÓN. SOPORTE EDUCATIVO PARA ORIENTAR A LOS ALUMNOS. MINORÍAS LINGÜÍSTICAS. ADMINISTRACIÓN Y FINANCIACIÓN. AUTONOMÍA EDUCATIVA. EVALUACIÓN EN VEZ DE INSPECCIÓN. EDUCACIÓN PREESCOLAR. EDUCACIÓN BÁSICA. LA EVALUACIÓN FORMA PARTE DEL TRABAJO ESCOLAR DIARIO. EDUCACIÓN SECUNDARIA SUPERIOR. EDUCACACIÓN SECUNDARIA SUPERIOR GENERAL. EXAMEN DE BACHILLERATO. EDUCACIÓN Y CAPACITACIÓN PROFESIONAL. EDUCACIÓN SUPERIOR. EDUCACIÓN UNIVERSITARIA. EDUCACIÓN SUPERIOR PROFESIONAL. EDUCACIÓN Y CAPACITACIÓN DE ADULTOS
CALIFICACIONES BASADAS EN LA COMPETENCIA. EDUCACIÓN DE NECESIDADES ESPECIALES. EDUCACIÓN DE NECESIDADES ESPECIALES. PROFESORES CON BUENA FORMACIÓN. FINLANDIA EN BREVE.
Introducción. Aclaraciones importantes.Adopción de la tendencia. Elementos clave. ¿Cómo funciona, cuál es mi rol, cómo aprovechar el tiempo en el aula, necesito hacer vídeos?
Flipped learning + Peer instruction. Flipped Mastery Learning.
Flipped Learning Gamification. Una mirada crítica. ¿Nuevo modelo?.¡Ya se debería estar haciendo!. Desafios.
Acciones recomendadas.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
3. For the past two weeks, Kyle has been taking a flipped course in
designing food gardens.
4. Before he attends each class, he watches videos of short lectures
recorded or recommended by his instructor.
5. Each lecture comes with a brief online quiz that offers him
immediate feedback on whether he missed any essential points.
6. Today as he enters class, he glances at the schedule on the
whiteboard.
7. For the first half hour, teams will discuss how the content of the
video lectures on microclimates, insect predation, and disease
control will inform their team projects.
9. Kyle’s team will be repurposing an area the size of an urban
backyard into a visually appealing garden that is also a functional
food source.
10. It’s part of the larger class project to reclaim a strip of city land by
building a demonstration food garden. “I think we should bring in
disease-resistant blueberries, grapes, and pome fruits,” says
Coleen, looking at the rough drawings they have made so far.
11. Dalton stops to look over their design. “Check the nursery
catalogs on the front table,” he suggests.
13. As they search the catalog and discuss which diseases might be a
problem in dwarf apples, pears, blueberries, and grapes, Kyle
enters their cultivar choices in their Google Docs space.
14. They are turning to a discussion of microclimates and plant
placement when a chime signals discussion is over.
15. In the second half of the class, team monitors each retrieve two
flat boxes from the front of the class.
16. One box contains a stack of pins and various leaves preserved in
plastic.
17. The second box has a foam insert topped by a paper grid; each
square is labeled with a nutritional deficiency or a disease
common to food plants.
18. During the next half hour, each team is to identify the disease or
nutritional deficiency and pin the correct leaf in the right spot on
the grid.
19. Dalton is on hand, directing attention to clues and sometimes
challenging their choices.
20. As he leaves, Kyle reflects that the hands-on activities have given
him a far better grasp of the information and more confidence in
what he has learned than he could have gotten from an in-class
lecture.
22. The flipped classroom is a pedagogical model in which the typical
lecture and homework elements of a course are reversed.
23. Short video lectures are viewed by students at home before the
class session, while in-class time is devoted to exercises,
projects, or discussions.
24. 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.
25. While a prerecorded lecture could certainly be a podcast or other
audio format, the ease with which video can be accessed and
viewed today has made it so ubiquitous that the flipped model has
come to be identified with it.
26. The notion of a flipped classroom draws on such concepts as
active learning, student engagement, hybrid course design, and
course podcasting.
27. The value of a flipped class is in the repurposing of class time into
a workshop where students can inquire about lecture content, test
their skills in applying knowledge, and interact with one another in
hands-on activities.
28. During class sessions, instructors function as coaches or
advisors, encouraging students in individual inquiry and
collaborative effort.
30. There is no single model for the flipped classroom—the term is
widely used to describe almost any class structure that provides
prerecorded lectures followed by in-class exercises.
31. 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.
32. Immediate quiz feedback and the ability to rerun lecture segments
may help clarify points of confusion.
33. 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.
34. As on-site experts, instructors suggest various approaches, clarify
content, and monitor progress.
35. They might organize students into an ad hoc workgroup to solve a
problem that several are struggling to understand. Because this
approach represents a comprehensive change in the class
dynamic, some instructors have chosen to implement only a few
elements of the flipped model or to flip only a few selected class
sessions during a term.
37. A growing number of higher education individual faculty have
begun using the flipped model in their courses.
38. At Algonquin College, a video production class has been using
this model to explain the workings of editing software, a procedure
that is notoriously difficult to explain in a standard lecture.
39. Short tutorial video lectures let students move at their own pace,
rewind to review portions, and skip through sections they already
understand, meaning students come to class able to use the
software and prepared to do creative projects with their peers.
40. A particularly successful example of a blended and flipped class in
accounting at Penn State accommodates 1,300 students.
41. In-class time is used for open discussion, a featured guest
speaker, or hands-on problem solving where instructor support is
supplemented by student assistants.
42. At Harvard University, one physics professor not only employs the
flipped model but has also developed a correlative site, Learning
Catalytics, that provides instructors with free interactive software
enabling students to discuss, apply, and get feedback from what
they hear in lecture.
44. In a traditional lecture, students often try to capture what is being
said at the instant the speaker says it.
45. 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.
46. By contrast, the use of video and other prerecorded media puts
lectures under the control of the students: they can watch, rewind,
and fast-forward as needed.
47. This ability may be of particular value to students with accessibility
concerns, especially where captions are provided for those with
hearing impairments.
48. Lectures that can be viewed more than once may also help those
for whom English is not their first language.
49. Devoting class time to application of concepts might give
instructors a better opportunity to detect errors in thinking,
particularly those that are widespread in a class.
50. 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.
53. Although the idea is straightforward, an effective flip requires
careful preparation.
54. Recording lectures requires effort and time on the part of faculty,
and out-of-class and in-class elements must be carefully
integrated for students to understand the model and be motivated
to prepare for class.
55. As a result, introducing a flip can mean additional work and may
require new skills for the instructor, although this learning curve
could be mitigated by entering the model slowly.
56. Students, for their part, have been known to complain about the
loss of face-to-face lectures, particularly if they feel the assigned
video lectures are available to anyone online.
57. Students with this perspective may not immediately appreciate the
value of the hands-on portion of the model, wondering what their
tuition brings them that they could not have gotten by surfing the
web.
58. Those who see themselves as attending class to hear lectures
may feel it is safe to skip a class that focuses on activities and
might miss the real value of the flip.
59. Finally, even where students embrace the model, their equipment
and access might not always support rapid delivery of video.
61. As the flipped class becomes more popular, new tools may
emerge to support the out-of-class portion of the curriculum.
62. In particular, the ongoing development of powerful mobile devices
will put a wider range of rich, educational resources into the hands
of students, at times and places that are most convenient for
them.
63. Greater numbers of courses will likely employ elements of the
flipped classroom, supplementing traditional out-of-class work with
video presentations and supporting project-based and labstyle
efforts during regular class times.
64. At a certain level of adoption, colleges and universities may need
to take a hard look at class spaces to ensure they support the
kinds of active and collaborative work common in flipped classes.
65. 7. WHAT ARE THE IMPLICATIONS
FOR TEACHING AND LEARNING?
66. The flipped classroom constitutes a role change for instructors,
who give up their front-of-the-class position in favor of a more
collaborative and cooperative contribution to the teaching process.
67. There is a concomitant 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.
68. The flipped model puts more of the responsibility for learning on
the shoulders of students while giving them greater impetus to
experiment.
69. Activities can be student-led, and communication among students
can become the determining dynamic of a session devoted to
learning through hands-on work.
70. 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.
Editor's Notes
7 THINGS YOU SHOULD KNOW ABOUT FLIPPED CLASSROOM
SCENARIO
For the past two weeks, Kyle has been taking a flipped course in designing food gardens.
Before he attends each class, he watches videos of short lectures recorded or recommended by his instructor.
Each lecture comes with a brief online quiz that offers him immediate feedback on whether he missed any essential points.
Today as he enters class, he glances at the schedule on the whiteboard.
For the first half hour, teams will discuss how the content of the video lectures on microclimates, insect predation, and disease control will inform their team projects.
Professor Dalton circulates among the tables to see if anyone has questions.
Kyle’s team will be repurposing an area the size of an urban backyard into a visually appealing garden that is also a functional food source.
It’s part of the larger class project to reclaim a strip of city land by building a demonstration food garden. “I think we should bring in disease-resistant blueberries, grapes, and pome fruits,” says Coleen, looking at the rough drawings they have made so far.
Dalton stops to look over their design. “Check the nursery catalogs on the front table,” he suggests.
“Disease-resistant strains are clearly marked in their listings.”
As they search the catalog and discuss which diseases might be a problem in dwarf apples, pears, blueberries, and grapes, Kyle enters their cultivar choices in their Google Docs space.
They are turning to a discussion of microclimates and plant placement when a chime signals discussion is over.
In the second half of the class, team monitors each retrieve two flat boxes from the front of the class.
One box contains a stack of pins and various leaves preserved in plastic.
The second box has a foam insert topped by a paper grid; each square is labeled with a nutritional deficiency or a disease common to food plants.
During the next half hour, each team is to identify the disease or nutritional deficiency and pin the correct leaf in the right spot on the grid.
Dalton is on hand, directing attention to clues and sometimes challenging their choices.
As he leaves, Kyle reflects that the hands-on activities have given him a far better grasp of the information and more confidence in what he has learned than he could have gotten from an in-class lecture.
1. WHAT IS IT?
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.
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.
While a prerecorded lecture could certainly be a podcast or other audio format, the ease with which video can be accessed and viewed today has made it so ubiquitous that the flipped model has come to be identified with it.
The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting.
The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities.
During class sessions, instructors function as coaches or advisors, encouraging students in individual inquiry and collaborative effort.
2. HOW DOES IT WORK?
There is no single model for the flipped classroom—the term is widely used to describe almost any class structure that provides prerecorded lectures followed by in-class exercises.
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.
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. Because this approach represents a comprehensive change in the class dynamic, some instructors have chosen to implement only a few elements of the flipped model or to flip only a few selected class sessions during a term.
3. WHO’S DOING IT?
A growing number of higher education individual faculty have begun using the flipped model in their courses.
At Algonquin College, a video production class has been using this model to explain the workings of editing software, a procedure that is notoriously difficult to explain in a standard lecture.
Short tutorial video lectures let students move at their own pace, rewind to review portions, and skip through sections they already understand, meaning students come to class able to use the software and prepared to do creative projects with their peers.
A particularly successful example of a blended and flipped class in accounting at Penn State accommodates 1,300 students.
In-class time is used for open discussion, a featured guest speaker, or hands-on problem solving where instructor support is supplemented by student assistants.
At Harvard University, one physics professor not only employs the flipped model but has also developed a correlative site, Learning Catalytics, that provides instructors with free interactive software enabling students to discuss, apply, and get feedback from what they hear in lecture.
4. 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.
By contrast, the use of video and other prerecorded 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.
Lectures that can be viewed more than once may also help those for whom English is not their first language.
Devoting class time to application of concepts might give instructors a better opportunity to detect errors in thinking, particularly those that are widespread in a class.
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.
5. WHAT ARE THE DOWNSIDES?
The flipped classroom is an easy model to get wrong.
Although the idea is straightforward, an effective flip requires careful preparation.
Recording lectures requires effort and time on the part of faculty, and out-of-class and in-class elements must be carefully integrated for students to understand the model and be motivated to prepare for class.
As a result, introducing a flip can mean additional work and may require new skills for the instructor, although this learning curve could be mitigated by entering the model slowly.
Students, for their part, have been known to complain about the loss of face-to-face lectures, particularly if they feel the assigned video lectures are available to anyone online.
Students with this perspective may not immediately appreciate the value of the hands-on portion of the model, wondering what their tuition brings them that they could not have gotten by surfing the web.
Those who see themselves as attending class to hear lectures may feel it is safe to skip a class that focuses on activities and might miss the real value of the flip.
Finally, even where students embrace the model, their equipment and access might not always support rapid delivery of video.
6. WHERE IS IT GOING?
As the flipped class becomes more popular, new tools may emerge to support the out-of-class portion of the curriculum.
In particular, the ongoing development of powerful mobile devices will put a wider range of rich, educational resources into the hands of students, at times and places that are most convenient for them.
Greater numbers of courses will likely employ elements of the flipped classroom, supplementing traditional out-of-class work with video presentations and supporting project-based and labstyle efforts during regular class times.
At a certain level of adoption, colleges and universities may need to take a hard look at class spaces to ensure they support the kinds of active and collaborative work common in flipped classes.
7. WHAT ARE THE IMPLICATIONS FOR TEACHING AND LEARNING?
The flipped classroom constitutes a role change for instructors, who give up their front-of-the-class position in favor of a more collaborative and cooperative contribution to the teaching process.
There is a concomitant 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.
The flipped model puts more of the responsibility for learning on the shoulders of students while giving them greater impetus to experiment.
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.