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. 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. WORKING MODEL -

                                                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. Differences between flipped, blended and traditional learning-

                                                      The traditional classroom is the one we’re all most familiar with. During class, teachers lecture and lead activities, then at home students do further enrichment and reinforcement activities.

A flipped classroom turns that model on its head. Outside of class, students watch videos and other multimedia materials that explain concepts much as a teacher does during a lecture. Then, in class, students work through what they watched, doing activities, participating in discussions, and asking the teacher questions to help them understand the concepts taught. One of the key elements is the teacher’s ability to provide just-in-time advice and correct logical fallacies before they take hold.

Blended learning brings together elements of both traditional and flipped classrooms. Students may watch videos or use multimedia tools that explain or demonstrate concepts in or out of class, and teachers may continue to lecture and lead enrichment activities in the classroom. One of the benefits of a blended learning model is that by design it addresses multiple learning styles and modalities, ensuring that at least some activities will resonate with all of your students’ learning styles.

4. Benifits of flipped classroom-

One of the benefits teachers have mentioned is the ability to move some of the rote, skills-based instruction out of the classroom. 

In English classes, teachers can have students use vocabulary and grammar drill programs to build skills, then use class time for higher-level activities such as writing, revision and analysis of texts. Or, teachers can create videos that explain language arts concepts.

Maths teachers can flip their classrooms by using digital lessons to instruct students and allow them to practice skills at home using their personal or school -assigned devices before classroom discussions. Class time can then be used for whole-group and small-group activities that reinforce mathematical thinking. This combination of online-guided practice and observation by the teacher can help students not only better grasp fundamental math concepts but also see the fun and relevant side of math.

In science, the possibilities for fun in-class experiments really open up when teachers either flip the classroom or use blended learning methods. Not only can students see more science in action, but also they can have science experiences they couldn’t have in a traditional classroom. For example, seeing videos of space explorations or using virtual dissection tools and videos rather than in-class dissections.

5. Where can you find resources to flip your own classroom?

                                               The rise in popularity of flipped and blended learning means there are many resources for instructional videos. You can find high-quality materials on YouTube, education-focused sites, or targeted sites. But even better, many of the textbooks you’re already using come with multimedia materials that are tied to your district’s or school’s educational goals already and classroom technology system also include carefully vetted and instructionally appropriate materials students can use both in class and out.

There’s a reason many educators are looking to the flipped classroom and blended learning — they can help students become more engaged in their learning and help the teacher make better use of class time.

is this knowledge is useful to you? share your views and advice in the comment section.