Flipped classrooms have become getting attention as a way for teachers to find more time for activities and individual support during the regular school day, but a new study cautions that the model could trade short-term gains for wider achievement gaps. https://t.co/4FBPiDigj9pic.twitter.com/AsEbUkgOJI
Active learning techniques have been shown to improve the classroom experience, leading to higher student success rates and greater student engagement.
As an increasing number of higher education faculty apply the flipped classroom model to their courses, they’re discovering that although the idea of a flip is straightforward, the model is easy to get wrong.
The flipped model puts greater responsibility for learning on the students while providing them with more room to experiment in the classroom. This leads to a shift in priorities, allowing classroom time to move from merely covering material to working toward mastery of it.
As a result of this presentation, you gain a new perspective on what it means to flip the classroom, leading to revitalized teaching. This seminar not only explores concrete strategies for engaging students in the flipped classroom, but it also delves into why technology-free approaches are important. You will better understand how to do the following:
Organize student-led activities to encourage greater communication in the classroom
Create a dynamic session devoted to learning through hands-on work
Integrate unplugged methods of student engagement into flipped and active classroom learning environments
Lean on tools such as sticky notes, flip charts, whiteboards, and dice to inspire new ways of thinking
The flipped classroom model challenges instructors to create learning experiences in which students have the freedom to apply, analyze, and evaluate course content during class time.
The question is: How do you continue finding innovative teaching strategies and tools to engage students in this way?
Although some creativity is required to plan a flip, the process doesn’t have to be intimidating. This seminar demonstrates a number of simple strategies that motivate students to interact with the material and engage with one another. You will learn the following:
Discover a range of “unplugged” teaching strategies used to engage students
Learn to identify opportunities for unplugging devices and creating a tech-free learning experience in the classroom
Master simple ways to integrate unplugged flipped methods into your course
Understand the benefits to including unplugged teaching and learning strategies in flipped course design
Developing new strategies and ideas for the flipped classroom
Increasing student engagement with unplugged methods
Integrating unplugged methods into flipped and active learning classrooms
Using everyday tools to inspire higher-level thinking
Expanding the definition of the flipped classroom
This seminar is intended for faculty and instructors interested in a role change in the classroom. The flipped learning environment requires teachers to give up their front-of-class position in favor of a more collaborative and cooperative contribution to the teaching process. Are you ready to make a change?
Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom.
In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.
although learning styletheories serve as a justification for different learning activities it does not provide the necessarytheoretical framework as to how the activities need to be structured (Bishop and Verleger, 2013). p. 99
One observation from the literature is there is a lack of consistency of models of the FCM (Davieset al.,2013, p. 565) in addition to a lack of research into student performance, (Findlay-Thompson andMombourquette, 2014, p. 65; Euniceet al., 2013) broader impacts on taking up too much of thestudents’time and studies of broader student demographics. In another literature review of the FCM,Bishop and Verleger concur with the observation that there is a lack of consensus as to the definitionof the method and the theoretical frameworks (Bishop and Verleger, 2013). p. 99
The FCM isheavily reliant on technology and this is an important consideration for all who consideremploying the FCM. p. 101
Gross, B., Marinari, M., Hoffman, M., DeSimone, K., & Burke, P. (2015). Flipped @ SBU: Student Satisfaction and the College Classroom. Educational Research Quarterly, 39(2), 36-52.
we found that high levels of student engagement and course satisfaction characterised the students in the flipped courses, without any observable reduction in academic performance.
Hotle, S. L., & Garrow, L. A. (2016). Effects of the Traditional and Flipped Classrooms on Undergraduate Student Opinions and Success. Journal Of Professional Issues In Engineering Education & Practice, 142(1), 1-11. doi:10.1061/(ASCE)EI.1943-5541.0000259
It was found that student performance on quizzes was not significantly different across the traditional and flipped classrooms. A key shortcoming noted with the flipped classroom was students’ inability to ask questions during lectures. Students in flipped classrooms were more likely to attend office hours compared to traditional classroom students, but the difference was not statistically significant.
Heyborne, W. H., & Perrett, J. J. (2016). To Flip or Not to Flip? Analysis of a Flipped Classroom Pedagogy in a General Biology Course. Journal Of College Science Teaching, 45(4), 31-37.
Although the outcomes were mixed, regarding the superiority of either pedagogical approach, there does seem to be a trend toward performance gains using the flipped pedagogy. We strongly advocate for a larger multiclass study to further clarify this important pedagogical question.
Tomory, A., & Watson, S. (2015). Flipped Classrooms for Advanced Science Courses. Journal Of Science Education & Technology, 24(6), 875-887. doi:10.1007/s10956-015-9570-8
Students reported in anonymous surveys that they either loved or hated the new model, and some said they felt the flipped classroom had a heavier workload since it required students to set aside time to watch the lengthy lecture videos.
Professors, too, had to spend considerably more time making and editing the videos and crafting engaging, hands-on sessions for their classes, she says.
Given these drawbacks, the fact that the actual learning outcomes seemed unaffected by the switch suggested that it might not be worth the hassle, Lape says.
Very short video of Bryan Alexander, senior fellow at the National Institute for Technology in Liberal Education, discussing the issues and opportunities facing mobile technology, badges, flipped classrooms, and learning analytics:
According to the report, one of the main reasons for the growth in generic e-learning content and courses is the adoption of teaching and learning methods such as the flipped classroom, blended learning and virtual classrooms
The report identifies the proliferation of mobile devices on campus as the third factor helping to drive adoption of these courses. “The availability of gadgets such as e-book readers, tablets, and laptops, coupled with better and uninterrupted Internet connectivity, has led to a greater penetration of digital classrooms and e-learning products,”