Posted: August 14th, 2022

Flipped Classroom

Flipped Classroom: A New Way of Learning

What is a flipped classroom? It is a teaching method that reverses the traditional order of instruction. Instead of lecturing in class and assigning homework for students to do at home, teachers provide online materials for students to study before class and use class time for interactive activities and discussions. The idea is to shift the focus from passive to active learning, where students can engage with the content, their peers and their teachers more deeply and effectively.

Why flip the classroom? There are many benefits of flipping the classroom, both for students and teachers. Some of them are:

– Students can learn at their own pace and review the materials as many times as they need. They can also access the materials anytime and anywhere, which gives them more flexibility and convenience.
– Students can develop higher-order thinking skills, such as critical thinking, problem-solving, creativity and collaboration. They can also apply their knowledge to real-world situations and challenges.
– Teachers can provide more personalized feedback and guidance to students. They can also monitor their progress and adjust their instruction accordingly.
– Teachers can save time and energy by using online resources instead of preparing lectures. They can also use class time more creatively and innovatively, such as designing games, simulations, experiments and projects.

How to flip the classroom? Flipping the classroom is not a one-size-fits-all approach. It depends on the subject, the level, the goals and the preferences of the teachers and students. However, there are some general steps that can help teachers implement this method successfully:

– Choose the online materials that suit your objectives and outcomes. You can use videos, podcasts, articles, slides, quizzes or other interactive tools. You can also create your own materials or use existing ones from reputable sources.
– Communicate your expectations and instructions clearly to your students. Explain why you are flipping the classroom and how it will benefit them. Provide a clear schedule and guidelines for completing the online materials before class.
– Design engaging and meaningful activities for class time. Make sure they are aligned with the online materials and the learning objectives. Use a variety of formats and strategies, such as group work, peer feedback, debates, case studies and demonstrations.
– Assess your students’ learning and provide feedback. You can use formative assessments, such as quizzes, polls, surveys or reflections, to check their understanding and identify their strengths and weaknesses. You can also use summative assessments, such as tests, projects or portfolios, to measure their achievement and progress.
– Evaluate your flipped classroom experience and make improvements. You can collect feedback from your students and colleagues, as well as reflect on your own practice. You can also compare your results with previous ones or with other methods. You can then modify your online materials, your in-class activities or your assessment methods accordingly.

Flipping the classroom is not a new concept, but it is gaining popularity and recognition in recent years. Many studies have shown that it can improve student learning outcomes, motivation and satisfaction (Bergmann & Sams, 2012; Bishop & Verleger, 2013; O’Flaherty & Phillips, 2015). However, it also requires careful planning, preparation and implementation from teachers. It is not a magic solution that works for everyone, but it is a promising option that deserves a try.

References:

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE national conference proceedings (Vol. 30).

O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25(1), 85-95.

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