Types of Flipped Classroom

Traditional Flipped
The traditional flipped classroom is what most teachers who have not done any flipped classroom start with.  The traditional flipped classroom is where students watch a video of the lesson and learn the lesson at home and do the traditional homework problems in class where fellow students and the teacher are able to help the students understand the material.  Some teachers continue to stay with this type of the flipped classroom for several years while other teachers choose to move to one of the other types of the flipped classroom (listed below) after having done the traditional flipped classroom for a couple of years.

Flipped Mastery

Some teachers who have been flipping for a couple of year evolve into the flipped mastery, where all students are working individually at their own pace.  They still have the direct instruction at home, use class time to practice, apply where there is the teacher and peers to assist them then they take an assessment.  If they get 80% or above on the assessment and move onto the next objective.  If they did not get 80% or above, then they go back and relearn the material and try the assessment again.  The students grade is often based on how many objectives the students get down in the course.  

Peer Instruction Flipped Classroom

Peer Instruction was started by a Harvard Physics teacher.  Students still learn the basic material outside of class then in class they answer some key conceptual questions individually.  Then they convince their peers of their answer.  It is unlikely that a student with a wrong answer will be able to convince a student who had the correct answer of their wrong answer.  Most of the time a student with the correct answer is able to convince a peer of their correct answer.  Then students practice/apply and are assessed.

One of the nice things about this method is that the student’s peers just made that leap from not understanding to understanding and often know what the student who is not understanding is struggling with and is able to help them jump the gap between not understanding and understanding.  Where for me, I made that jump 30 years ago and I do not remember how I jumped that gap.  For more information about Peer Instruction visit the following sites : https://www.peerinstruction.net/   and   http://blog.peerinstruction.net/ 

In Troy Faulkner's "Introduction to Statistics" at Augsburg College's Rochester campus with flipped classroom with peer instruction, his class average is up by 5.5% compared to lecture.   The results of a post-class survey are shown below.
  1. Would you have preferred class to have been taught with the Peer Instruction Flipped Model or Traditional Lecture?  Peer Instruction Flipped Model 100%
  2. Do you believe the Peer Instruction Flipped Model is more effective than the Traditional Lecture?  92% agreed or strongly agreed with 8% being neutral
  3. Do you feel that the Peer Instruction Flipped Model made class more interactive compared to a Traditional Lecture in this class?  100 % agreed or strongly agreed
  4. Do you believe the Peer Instruction Flipped Model helped you understand the material better compared to the Traditional Lecture? 100% said “Yes”


Problem Based Learning Flipped Classroom

With Problem Based Learning students explore an issue and learn through the process.  You may have a student building a fuel cell but they get to a certain point in the process where they need to know how to balance a chemical equations so you have them watch a video on balancing an equation (the flipped part of the process) then they can go back to building the fuel cell.

Inquiry Flipped Classroom

This is an often used in a science room but is not limited to only science classrooms.  Students may watch a video on something that engages their interest, then they use class time to explore that concept and try to explain what is going on.  However, it is likely that they will still have some misunderstanding, so they watch a video to clear up misunderstandings and holes is their understanding.   Then they are evaluated on that material and then try to explain it to others.

Problem Based Learning Flipped Classroom and Inquiry Flipped Classroom are both examples of "non-front loading" flipped classroom since students are not expected to watch videos before class.