The
traditional flipped classroom is where most teachers who have not done
any flipped classroom start. The traditional flipped classroom is where
students watch a video of the lesson and learn the lesson at home then
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.
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. Students still have the direct video instruction at home and
use class time to practice with the teacher and peers to assist them.
After practicing a concept(s), they take an assessment. If they get 80%
or above on the assessment, they move onto the next objective. If they
did not get 80% or above, they go back and relearn the material and try
the assessment again. The student's grade is often based on how many
objectives the students master in the course. More information about Mastery Learning on my Mastery Learning page.
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. They try to convince their
peers of their answer. It is unlikely that a student with a wrong
answer will be able to change the mind of a student who had the correct
answer. Most of the time a student with the correct answer is able to
convince a peer of his/her 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 are
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.
With
Problem Based Learning students explore an issue and learn through the
process. You may have a student building a fuel cell, but he/she gets
to a certain point in the process where he/she needs to know how to
balance a chemical equations. 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
method is an often used in a science room, but it 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 in their understanding. They are
evaluated on that material and 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. Both of these methods tend
to be more student-interest driven versus concept/skill driven.
