At its core, flipped teaching (also called flipped classroom, flipped instruction, vodcasting, educational video-on-demand) is a format for removing some of the lecture-based lessons from classrooms and giving students the ability to learn that content in their own time at their own pace. This is done through recording video-based lectures and posting them online for students to engage and respond to.
The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. 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. Although implementing a flipped classroom places different demands on faculty and forces students to adjust their expectations, the model has the potential to bring about a distinctive shift in priorities—from merely covering material to working toward mastery of it.
Instead of sitting passively in lecture halls, her students, Koller thought, could watch videos which would also include interactive, question-and-answer elements in their own time. Face-to-face time would remain, but instead of a one-way propagation of information, it would become a "much deeper interaction" -- case studies, discussions about particular problems.
We all know what a traditional college classroom looks like: students in rows stare glassy-eyed at the professor who drones on, paying more attention to the equations he’s writing on the board than the students he’s supposed to be teaching. No wonder many are proposing using digital technology to “flip” the classroom. In flipping, students do the homework before class, typically reading course materials or watching videos of lectures online. Class time is spent on individual or small group tutoring, with the lesson plan set by the student, concentrating on areas he didn’t understand.
The professor at California Lutheran University in Thousand Oaks, Calif., decided he wouldn't lecture in class anymore. Instead, he put his lectures on YouTube so students could listen to them whenever they liked. In the meantime, his students worked on activities in class, usually in groups. One time, they built a model of a molecule.
Teachers using digital video have provided an abundance of anecdotal evidence for encouraging individual expression, spawning creativity, revitalizing content, promoting collective knowledge construction and individual reflection, and offering students of a variety of backgrounds and experiences to engage in authentic learning.
Over the past two years, the Flipped Learning method has created quite a stir. Some argue that this teaching method will completely transform education, while others say it is simply an opportunity for boring lectures to be viewed in new locations.
A reversed teaching model that delivers instruction at home through interactive, teacher-created videos and moves “homework” to the classroom. Moving lectures outside of the classroom allows teachers to spend more 1:1 time with each student. Students have the opportunity to ask questions and work through problems with the guidance of their teachers and the support of their peers - creating a collaborative learning environment.
As a blended learning enthusiast, I have played with the flipped classroom model, seen presentations by inspiring educators who flip their classrooms, and even have a chapter dedicated to this topic in my book. However, I am disheartened to hear so many people describe the flipped classroom as a model where teachers must record videos or podcasts for students to view at home.
If you are not familiar with Jackie Gerstein’s work (which I wasn’t until recently) you have to check out this link. She has some really interesting stuff.Flipping the classroom is becoming a phenomenon. I know this because teachers in schools I work with are starting to talk about it. And it is not just the early-adopter types, the teachers I hear discussing this are your seasoned veterans in many cases. The thing I worry about is what will they do with the class time they have flipped? Jackie’s piece at the link above discusses the importance of figuring this out.
Communicating in an online environment, especially within the confines of an institution’s learning management system (LMS) and an academic budget, often poses a challenge to even the most well-intentioned instructors.
When it comes down to it, the tag "Flipped Classroom" is really just a catchy phrase covering a wide range of teaching practices. To quote one of the best educators I know (a.k.a. Brian Bennett), "the Flipped Classroom isn't a methodology. It's an idealogy." In other words, there isn't a single method that is everything to everyone, or an all-exhaustive list of bullet points that will spoon-feed you everything you need to know. For some, the vagueness of the previous sentences will be frustrating, but trust me, this is a good thing! It means the flipped classroom philosophy is fluid and adaptable. It means that when done the right way, it can positively impact student learning regardless of the subject or classroom.
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