Flipped Classroom

Summary of the Discussion Forum by Tia Ramos

Thread 1: What topics work best for the flipped classroom?

Subjects that involve psychomotor skills work well with the flipped classroom as suggested by the above participant’s subject matter expertise. To effectively use a flipped classroom, in-class activity must be done face to face while homework activity (out-of-class) is usually done at home with most common flipped classroom models. Lab techniques, role-playing, case studies, demonstration, games, simulations, experiments, community projects and many more are well suited for the flipped classroom concept.

One common theme that continually came up in this thread was “How do you get your students to do the assigned homework?” A flipped classroom would be not be effective if your students showed up knowing nothing while the instructor started the group activity and learners had no clue what was going on. Evidence-based on-line research shows homework that is required to be handed in the next day would confirm to the instructor the student has done the required homework. It could be formal or informal assessment. Homework assignments based from closed-ended problem solving questions would eliminate any frustration or anxiety. Even a reflective journal assignment would show higher levels of thinking about the subject matter. These low-stakes formative assessment tools can make your flipped classroom a success. Prior to starting the in-class activity, the instructor can use CAT’s such as the Minute Paper or what is the Muddiest Point to assess any misunderstandings of concepts and reiterate any potential errors.

Thread 2: Research to Support the Flipped Classroom.

flipped classrooms are trending in the education world but unfortunately flipped classrooms lack the scholarly research to prove its effectiveness. There are many things to consider about before planning your flipped lesson. Some of the things an instructor needs to consider are:

  • Will the learners do their assigned out-of-class homework readings?
  • Do the learners have proper functioning computer hardware that can download video content?
  • Do the learners have reliable internet service in which they can view the on-line video content?
  • Does the instructor have 2-3 hours of extracurricular time outside of their classrooms to create a video for the flipped classroom?
  • Does the instructor need to relearn how to make a digital video and will there be a learning curve?
  • Will all participants speak their voice in the group activity? Will all learning styles be addressed in the group activity?
  • Don’t flip all your classes.

Research Links to Support the Flipped Classroom:
ASCD.org http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx
Research Network http://researchnetwork.pearson.com/wp-content/uploads/execsummary_flippedlearnig.pdf
University of Wisconsin http://www.uwosh.edu/stemlab/flipped-classroom/benefits-of-a-flipped-classroom

Click to access HigherEdWhitePaper%20FINAL.pdf


Click to access flipped-classroom-artikel.pdf

http://www.wxii12.com/news/is-flipped-classroom-the-future/28316724Blooms taxonomy http://catlintucker.com/wp-content/uploads/2012/04/Blooms-with-notes.png

Click to access dictionary.pdf


Thread 3: Seven Things You Should Know about Flipped Classrooms

1. What is it? The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed.
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 pre-recorded lectures followed by in-class exercise.
3. Who’s doing it? Flipped classrooms are trending. The word flipped classroom is a buzz word and everyday a growing number of higher education individual faculty are flipping their classes.
4. Why is it significant? By allocating more time to in-class activities, instructors have more of an opportunity to detect misunderstandings in concepts. Collaborative projects also fosters social interaction amongst students, allowing them to learn from each other and getting support from their peers.
5. What are the downsides? An effective flip requires careful preparation. Digital video lectures take time to create and there is a learning curve to learn if the instructor is new to creating videos. Students complain about the loss of face-to-face lectures and don’t appreciate the value of the hands-on portion of the flipped classroom. Students may skip class as they feel they only need to watch video content to pass the class. They are missing out on the higher thinking processes that the in-class activity fosters.
6. Where is it going? Technology is moving faster than education. New tools such as 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. These new tools will support the out-of-class portion of flipped classrooms.
7. What are the implications for teaching and learning? The flipped classroom is student centered which puts more of the responsibility for learning on the student. Self-directed learning occurs.


Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s