What is the Flipped Classroom?

The flipped classroom refers to a model of learning that rearranges how time is spent both in and out of class to shift the ownership of learning from the educators to the students. After class, students manage the content they use, the pace and style of learning, and the ways in which they demonstrate their knowledge, and the teacher becomes the guide, adapting instructional approaches to suit their learning needs and supporting their personal learning journeys. Rather than the teacher using class time to lecture to students and dispense information, that work is done by each student after class, and could take the form of watching video lectures, listening to podcasts, perusing enhanced e-book content, collaborating with their peers in online communities, and more. Students can access this wide variety of resources any time they need them. In the flipped classroom model, valuable class time is devoted to more active, project-based learning where students work together to solve local or global challenges — or other real-world applications — to gain a deeper understanding of the subject. Teachers can also devote more time interacting with each individual. The goal is for students to learn more authentically by doing, with the teacher guiding the way; the lecture is no longer the expected driver of concept mastery. The flipped classroom model is part of a larger pedagogical movement that overlaps with blended learning, inquiry-based learning, and other instructional approaches and tools that are meant to be flexible, active, and more engaging for students. It has the potential to better enable educators to design unique and quality learning opportunities, curriculum, and assessments that are more personal and relevant to students’ lives.

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(1) How might this technology be relevant to the educational sector you know best?

  • One of the biggest gaps in the U.S. educational system is the development of the 'independent learner' and critical thinking skills. Flipped classroom experiences open the door for this possibility. - deborah.cooke deborah.cooke Jan 24, 2014
  • Been around for a couple of years and we see more and more teachers adapting it in a variety of different forms dealing with the challenges mentioned in the following. According to the evaluations both teachers and students are telling us, that the benefits are personal learning, efficient use of the time in the classroom and preparing for further education. - claus.gregersen claus.gregersen Feb 3, 2014
  • - bobmoore bobmoore Feb 4, 2014How is Flipped Classroom a technology? We have to stop talking about instructional strategies as if they are a technology. At it's most basic, you could have a Flipped Classroom using paper books. Not as effective I'll admit. Having said that, anything we can do to get the teacher out of the information despenser mode and into the facilitator/guide/coach mode is positive.- Sam Sam Feb 7, 2014 - deirdre.butler deirdre.butler Feb 8, 2014 I think this is the kernel of the problem. How can we discuss technology without reference to how it is incorporated into the design of the learning experience. This has been the Achilles heel to date - discussing the technology and not how in relates to teaching, learning and assessment.
  • It's quite relevant in the math classroom. Students are able to review the lesson several times, a great advantage to those who didn't understand the material when first presented. lisagustinelli- lisagustinelli lisagustinelli Feb 9, 2014
  • - alex.podchaski alex.podchaski Feb 9, 2014 I agree that while flipped classroom uses technology in implementation, it is not a technology in itself. While it is now being applied with increasing frequency because technology allows it, it is just an attend to reduce the teacher to an "instructor". Only certain portions of a lesson can really be flipped. Should this really be called Technology Driven Instruction instead?

(2) What themes are missing from the above description that you think are important?

  • The description is thorough.- deborah.cooke deborah.cooke Jan 24, 2014
  • Not sure that it needs to be in the description but ... When using flipped classrooms teachers must consider the amount of time students spend outside of class time especially if other teachers are adopting the model. This shifts "school" from a noun to a verb.- ryan.tomaps ryan.tomaps Jan 30, 2014 Agree - Sam Sam Feb 7, 2014 - deirdre.butler deirdre.butler Feb 8, 2014 Surely we need to consider the student role in the flipped classroom? Should it not encourage the student to take more ownership and control of the learning process?
  • Time spent on homework is an issue when adopting flipped classroom. We see different strategies dealing with it e.g. dividing the class into two groups where some are watching the podcast while the other group is discussing with the teacher in the classroom. - claus.gregersen claus.gregersen Feb 3, 2014
  • Parents generally don't like homework. A common complaint I recall hearing in my many years in a school district was that kids just didn't have time for homework as they after-school schedules were filled with sports, arts and tutoring.
  • Engaging parents and carers has been shown to impact positively on active participation by students who enjoy the connection with family. This then positively impacts on their learning outcomes (Epstein, Clinton, Hattie, & Dixon, 2007, p.21; Hattie, 2012; American Psychological Association, 2004). Communication between home and school, such as that provided by a flipped classroom, supports this partnership (Epstein, 1995; Epstein & Salinas, 2004; Henderson & Mapp, 2002; Street, 2009). In the early phase of learning the transition between home and school is daunting for a number of reasons. It is also at this time parents often realise that the language they would use to support their child with homework may have changed since they were at school. Offering the resources online offers a non-threatening (if they are comfortable with online resources) learning point for them also. - FionaBanjer FionaBanjer Feb 9, 2014
  • The flipped classroom puts more of an onus on the learner which is a good thing. Students in a biology class at our school( a private school) complained when the teacher gave a flippped classroom video as an assignment. Their reaction was"we pay you to teach us at school, why are you making us learn at home?" As we move to the anytime anywhere model of education with BYOD's being ubiquitous we must change the mindset of parents and students by teaching them that the classroom now goes way beyond the four walls of the school building. lisagustinelli- lisagustinelli lisagustinelli Feb 9, 2014
  • I know this is difficult to achieve, but if the notion of the flipped classroom (or more recently "flipped learning") is to have credibility, it is important to define it more subtly than you have above. It's not a technology and it does not have any necessary connection with ICT. It should certainly not be suggesting that the teacher is simply a dispenser of information who can replaced by a video, because that is such a crude characterisation that the concept will lack any credibility. It would be better, I think, to say that essentially the idea is to re-think what can be done in the classroom and what can be done at home, or outside the classroom so as to make the best use of the time in each setting. A few good examples (perhaps: asking students to read a chapter of a novel at home before they discuss in class the next day, to take a non-ICT example) would be more successful as a description than trying to find the right generalisations, which is extremely difficult. The relevance of ICT is that it extends the variety of tasks that students can do outside the classroom. They could read a chapter or watch a (professionally made) video, or study an engrossing website, or many other things facilitated by ICT. But, believe me, what students should not be asked to do is watch a video of their teacher delivering a lecture. Can you imagine how tedious that would be? That would merely replace bad teaching in the classroom with bad teaching in the home - a horrendous example of using ICT in education. Hope this helps! - paul paul Feb 10, 2014

(3) What do you see as the potential impact of this technology on teaching, learning, or creative inquiry?

  • The greatest impact of employing a flipped classroom style is that learner takes ownership of his/her learning and becomes a creator of content (and personal learning) rather than a consumer of content (and depersonalized learning which may or may not be beneficial). - deborah.cooke deborah.cooke Jan 24, 2014 - deirdre.butler deirdre.butler Feb 8, 2014
  • This approach is one of several that are offering an alternative to a traditional classroom setting. It is all about optimal organization of the hole learning process.- claus.gregersen claus.gregersen Feb 3, 2014
  • I'd like to see students involved in the creation of the flipped classroom lessons. We all know that by teaching we learn. The model does not need to be limited to teacher creation. lisagustinelli- lisagustinelli lisagustinelli Feb 9, 2014

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(4) Do you have or know of a project working in this area?

  • Project 600 is an online learning program for students across Queensland. The aim is to boost achievement in literacy and numeracy and help the students go “from good to great”. The project also provides each student with an excellent opportunity to experience online learning. Results from Project 600 in 2012 were outstanding. Education Queensland’s Performance, Monitoring and Reporting branch say, “Emerging data from Project 600 suggests it is having a substantial impact on literacy and numeracy achievement”. I was seconded to the project last year for 12 months. A critical element of the program was developing online resources for students to engage with prior to lessons and also sharing with their 'real' classmates before and after - flipping the classroom. - FionaBanjer FionaBanjer Feb 9, 2014

  • A great example of a teacher who practices the role of facilitator rather than lecturer in a Flipped Classroom is Mehmet Ali Dogan from Turkey. He presented his Flipped Classroom model at ISTE 2013 http://edtechtimes.com/2013/03/13/watch-this-turkish-educator-tell-you-all-about-his-flipped-classroom-in-istanbul-video/ and has been featured in some online publications, such as:
    http://www.edudemic.com/how-flipping-the-classroom-is-working-in-turkey/ - helen.padgett helen.padgett Feb 10, 2014

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