Flipped Classroom Model
Flipped Classroom model
Learners are introduced to new concepts or content at home and classroom time is spent on working through problems, moving onto more advanced concepts and engaging in more collaborative work and project-based learning. In this way, traditional roles for each space are ‘flipped’. Nazara (2019) would describe the flipped classroom as "a learning approach in which learning components shift from in-class to homework and vice versa" (2019, p 265).
When one considers the ‘traditional’ teaching, learning and assessment activities that take place in a classroom typically, as outlined on the Bloom's taxonomy pyramid below (Bloom, 1956), topics are generally introduced and explored in class, with activities probing higher-order thinking happening outside of the classroom environment thereafter. With the Flipped Classroom model, the teacher introduces topics outside of the classroom environment using digital methods (e.g. online presentation / video / screencast etc.). More time can then be invested in higher-order thinking activities that involve application, analysis, evaluation and creation in the classroom.
The Flipped Classroom model explained
The Flipped Classroom model in Irish primary classrooms
The following PDST Good Practice videos highlight aspects that could be used to engage in a flipped classroom approach in a primary school setting.
Flipped Classroom model in practice
At home, learners could
view instructional or explainer videos that give an overview of a topic/ highlight key messages/ explain a maths concept etc.
ready-made explainer video content can be sourced on Khan Academy/ Crash Course Kids/ National Geographic Kids/ SchoolTube/ TED-Ed.
teacher-created screencast tutorials can be created using Screencast-O-Matic/ Screencastify/ Loom or using a laptop or mobile device.
think critically about the video content they have watched and respond
use the 3-2-1 method by noting 3 things they learned, 2 things they found interesting and 1 question they still have.
watch a video on Edpuzzle and answer the formative assessment questions and prompts embedded throughout the video.
record a short video response on Flipgrid to explain their thinking or ideas prompted by a discussion-style question or cross-curricular activity assigned by the teacher.
access an interactive Nearpod presentation created by the teacher and participate in collaborative boards or VR field trips, respond to open-ended questions, complete quizzes or polls, or use the interactive whiteboard to draw, highlight, type, and add pictures in response to activities.
examine and respond to images sourced on websites such as Once Upon a Picture and Pobble365.
listen to or watch online audiobooks sourced on websites such as Get Epic!, Storyline Online, News Mag Media, Vooks etc.
read a digital book or article sourced on on websites such as Get Epic!, Oxford Owl, World Book Online, DK Find Out, CLiC News, BBC Newsround etc.
complete interactive worksheets, created by the teacher on Wizer.me, to establish their prior knowledge of a topic and/or to assess their knowledge and understanding at the end of a topic.
complete a paper-based or digital concept map to reinforce concepts and build connections between various topics.
use the online, digital whiteboard, Whiteboard.fi, or mobile apps Show Me or Explain Everything to showcase understanding i.e. written and audio-recorded explanation of their solution to a maths problem.
engage in independent research using age-appropriate resources such as Scoilnet, World Book Online, DK Find Out, Ask About Ireland, National Geographic Kids, Google Treks, Google Arts and Culture etc.
contribute to online discussions on a platform such as Google Classroom, Microsoft Teams, Edmodo, Seesaw, Class Dojo Portfolios etc. by posting reflections and/or drawing connections to relevant online information.
At school, learners could
ask questions to clarify and deepen understanding.
avail of teacher or peer support to address misconceptions or misunderstandings.
share and explain their thoughts, feelings and opinions on a topic with peers.
participate in paired or group discussion.
participate in an oral or walking debate with peers.
contribute to a whole-class discussion on online platforms such as Mentimeter or Padlet and reflect on the real-time responses of their peers (anonymously if preferred).
participate in drama activities with peers e.g. create still images/ tableaux or engage in hot-seating, rôle play and conscience alley.
participate in dramatic readings of narrative material (reader’s theatre).
create artwork and build model constructions, independently or with peers.
practice and apply concepts and skills with their teacher and peers present for support and guidance.
engage in problem-solving activities based on the content accessed at home.
collaboratively create and present paper-based or digital projects drawn from research and critical reflection
digital projects could be created using tools such as Google Docs, Microsoft Word, Adobe Spark Page, Adobe Spark Video, Book Creator, Google Slides, Google Sites, Microsoft PowerPoint, Keynote, iMovie etc.
engage in independent, paired, small group or whole-class assessment activities using digital platforms such as Kahoot, Quizizz, Formative, Flipgrid, Nearpod, Google Forms, Microsoft Forms.
Virtual Learning Environments (VLEs) and learning paths
Virtual Learning Environments (VLEs, also known as digital platforms) such as Google Classroom, Microsoft Teams, Edmodo, Seesaw, Class Dojo Portfolios etc. can be used to communicate online with learners, share class materials, offer learning resources to meet diverse learners’ needs, assign and collect assignments and give feedback. Alternatively, resources such as those outlined above, could be added to a Scoilnet Learning Path, Symbaloo Learning Path, Wakelet collection or Padlet.
