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Types of Flipped Learning

Traditional Flipped
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.  

For more information about Peer Instruction visit my Peer Instruction page or visit the following sites : https://www.peerinstruction.net/   and   http://blog.peerinstruction.net/

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 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.