Flipped learning is a pedagogical approach in which the conventional notion of classroom-based learning is inverted, so that students are introduced to the learning material before class, with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers. It has developed the ‘flip’ concept and emphasized the role of Learning Management Systems in delivering materials to students before class. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home while engaging in concepts in the classroom with the guidance of a mentor. Significantly, the role of the teacher was articulated as facilitator and coach or ‘guide on the side’. Subsequent research focused on the notion of ‘inverting the classroom’ as a means of providing an inclusive learning environment in which personalized coaching and mentoring was the norm.
The concept behind the flipped classroom is rethink when students have access to the resources they need most. If the problem is that students need help doing the work rather than being introduced to the new thinking behind the work, then the solution the flipped classroom takes is to reverse that pattern.
This doubles student access to teachers–once with the videos at home, and again in the classroom, increasing the opportunity for personalization and more precise guiding of learning. In the flipped classroom model, students practice under the guidance of the teacher, while accessing content on their own.
A side benefit is that teachers can record lectures that emphasize critical ideas, power standards, and even the pace of a given curriculum map. It also has the side benefit of allowing students to pause, rewind, Google terms, rewatch, etc., as well as creating a ready-made library for student review, make-up work, etc.
- In the flipped classroom, students acquire knowledge before the class and use classroom time to practise and apply concepts and ideas through interaction with peers and teachers. After the class, students reflect upon the feedback they have received and use this to further their learning.
- Figure out where and when to flip your class;
- Look out for classroom based activities to enhance students learning;
- Identify engaging content for exposure before class;
- Prepare students for the flipped approach by setting expectations.
Baker, J. Wesley, "The "Classroom Flip": Using Web Course Management Tools to Become the Guide by the Side" (2000). Communication Faculty Publications. 15.
Ozdamli, F. & Asiksoy, G.(2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues.8(2), 98-105.
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82. Retrieved from http://educationnext.org/ the-flipped-classroom