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A flipped classroom is a type of blended learning where students are introduced to content at home and practice working through it at school. This is the reverse of the more common practice of introducing new content at school, then assigning homework and projects to completed by the students independently at home. Course materials are introduced outside of class, and in-class time is re-purposed for inquiry, application, and assessment in order to better meet the needs of individual learners. Course materials might include readings, pre-recorded video lectures, or research assignments. In-class activities might involve helping students work through course material individually and in groups, among other active learning strategies for students to gain practice applying knowledge gained prior to class. In a virtual class, the “flipped” portion may be a synchronous, or live, class session held via Zoom. It could include time allotted for students to engage in remote collaboration using platforms like Jamboard, Padlet, Google Docs, and Zoom Breakout Rooms.
A flipped classroom is a type of blended learning where students are introduced to content at home and practice working through it at school. This is the reverse of the more common practice of introducing new content at school, then assigning homework and projects to completed by the students independently at home. Course materials are introduced outside of class, and in-class time is re-purposed for inquiry, application, and assessment in order to better meet the needs of individual learners. Course materials might include readings, pre-recorded video lectures, or research assignments. In-class activities might involve helping students work through course material individually and in groups, among other active learning strategies for students to gain practice applying knowledge gained prior to class. In a virtual class, the “flipped” portion may be a synchronous, or live, class session held via Zoom. It could include time allotted for students to engage in remote collaboration using platforms like Jamboard, Padlet, Google Docs, and Zoom Breakout Rooms.
Flipped Classroom Design
Flipped Classroom Design
Design a Three Part Flipped Lesson to Weave Together Offline & Online Work - from Flipped Classroom 101: Challenges, Benefits & Design Tips by Catlin Tucker
I address the issue of students staring at a screen by designing a three-part lesson that weaves together offline and online elements. I suggest that regardless of the strategy teachers use to present online content (in a station, whole group, or as homework) that they think about the flipped classroom in three separate steps.
First, teachers need to create context. Begin with a collaborative offline activity designed to pique student interest or get them generating questions about a topic. Alternatively, teachers can assess students’ prior knowledge with an individual task and collect useful data to inform their follow-up instruction.
Second, flip and engage. Don’t just ask students to watch a video. Pair the video content with an activity that encourages students to think about, analyze, or evaluate the information. Teachers can:
Use a tool like Edpuzzle to create a lesson around the video with short answer and multiple choice questions.
Pair the video in an online discussion using Google Classroom or Schoology.
Ask students to take structured notes as they watch the video (e.g., Cornell notes with a summary).
Third, follow the video content with an offline student-centered activity that invites groups to work collaboratively to apply the information presented in the video. This encourages students to lean on their peers for support as they attempt to practice new skills and apply new information.
Models of Flipped Classrooms:
Models of Flipped Classrooms:
Flipped classrooms can be divided into the following subtypes depending on the variation in the distribution of study material, use of classroom time, or type of students:
Flipped classrooms can be divided into the following subtypes depending on the variation in the distribution of study material, use of classroom time, or type of students:
Standard Flipping
Lectures are recorded (either as video or as narrated screencasts). Students are required to watch these lectures as homework and then spend class time to do problem-solving or other highly interactive, structured activities, usually in groups and with guidance from instructors and GSIs.
One-day-a-week Flipping
If a standard flip seems overwhelming, or not appropriate for your class, try flipping one lecture a week. Try“Flipped Fridays”, where you could record a short lecture video, and have students watch on Thursday night to prepare for class. During class students work in groups to complete tasks where they are solving real analytical problems; answers are presented in class and students are asked to correct their own work and reflect on their understanding.
Selected-content Flipping
Lecturing does not have to be completely eliminated from your class time. Instead, be selective and strategic about what you record for students to watch in advance. You might record only a subset of lecture materials, and reserve some of your class time for lecturing on advanced topics. Are there particular topics or concepts on which students routinely get stuck? Try designing in-class activities around these ideas or concepts. Or, consider recording lectures that cover content that’s likely to be reusable in future semesters, and plan on some in-class microlectures covering “hot-off-the-presses” topics, leaving plenty of time for active learning.
Flipping without Recording Video Lectures
It’s a common misconception that instructors can only flip if they pre-record their lectures, which admittedly can be a time-consuming process. Instructors can, instead, find other ways for students to get content that might typically be delivered in a lecture: readings can be used, as well as other content such as powerpoint presentations, podcasts, or videos or animations that others have recorded.
Faux-Flipped Classroom
This is a specific model targeting young learners. The aim is to replace the homework with instructional lecture-videos and other resources. When students come back to the classroom, one-to-one guidance and support are provided by the teacher.
Group-Based Flipped Classroom
The group-based model focuses on group learning. After the students have studied the material provided, they work together on assignments during the classroom time. The students learn by explaining concepts to each other, which improves retention.
Role-Reversal (Flipping The Teacher)
The role-reversal concept is to flip the teacher. Here, students are also asked to create videos demonstrating their understanding. Students can film their group activities or can film themselves. The teacher can assess their progress in the subject through these videos. An advantage of this format is that these videos build a repository of references that can be used in future classes.
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