The Flipped Classroom And The Classroom

When the author of this paper began teaching seven years ago, there was a huge push for technology integration into schools. Educators were slowly weaning off of overheads and transparencies as a means to deliver content to their students. Now, many of these “old school” tools have been replaced with interactive whiteboards, one-to-one devices and computers. With the adoption of this technological push, educators are now open to a wider range of educational resources and tools used to educate their students.

The motivation to examine the flipped classroom as a theme of investigation originates from this present creator's advantage and mastery in utilizing innovation and how it can be utilized to draw in and upgrade the classroom condition today. Most secondary school seniors were conceived and grew up concurrent with the introduction of cell phones, youtube, myspace, facebook, snapchat and instagram. With the advances in innovation regularly, one starts to contemplate what is the eventual future of education. Flipped classroom turned into an enthusiasm of mine since it includes utilizing online videos and it can possibly furnish educators with additional time in the classroom to provide learning experiences that will reinforce the skills needed by the 21st Century student.

The next article I looked at was, Flipping the Classroom by Cynthia J. Brame. In the article, Brame details the in the traditional style, students first exposure to new material is done in class and then students are required to take home activities and assignments to utilize new knowledge. Whereas, in the flipped method, first exposure would be done at home, allowing student in class time to utilize and work through the new material together and with their teacher through various in-class methods, such as student group activities and discussions.

One critic of flipping the classroom, Jeffrey Young, claims that Salman Khan's methods "amounts to a robot tutor to the site that can quiz visitors on their knowledge and point them to either remedial video lessons if they fail or more-advanced video lessons if they pass. The site issues badges and online "challenge patches" that students can put on their Web résumés. (Sal Khan Is Killing The Lecture)." However, the videos on Khan Academy are only tools to help students improve on a subject he or she is struggling with and to encourage a deeper level of learning. He also criticizes the website's use of badges, but he fails to mention that the badges are an incentive for students to spend more time working on several problems while having fun. In Sara Spark's article, she says that other critics suggest that the system relies too heavily on online materials. One critic Jeffrey G. Smith states, "You can't just say, 'I'm going to flip the classroom' without establishing a foundation of the instruction and the technology," (Schools 'Flip' For Lesson Model Promoted By Khan Academy).

As I read the O'Flaherty & Phillips (2015) “The use of flipped classrooms in higher education: A scoping review”, there were a few things that I found intriguing, although raised questions. The flipped classroom could be very economical and potentially effective, but would it be effective for everyone. O'Flaherty & Phillips (2015) did not comment on the different types of learning styles and personality of the individuals in the study. Additionally, how did the students feel about not having the ability to get immediate feedback for any questions they may have while viewing the videos outside of class.

As a companion to the flipped format, professors also used clickers to engage students in the in-class activities. Ninety-four percent of the students preferred the flipped and clicker method. Professors in this study found there was an increase in quiz, project, and test scores. In doing the higher order thinking activities, students not only knew the material but also knew how to apply it (Garver, Roberts, 2013). In another study using the FIZZ method of flipping a classroom, there was an overall increase in student success, parent involvement, administrative support, and in teacher job satisfaction. In a survey conducted by the website Classroom Window, nearly 90% of the 500 teachers polled reported improved job satisfaction, 70% reported there had been an increase in standardized test scores, and 80% reported that students’ attitudes had improved (Brunsell, Horejsi, 2013). In a third study using nursing students, the students that experienced the flipped classrooms had significantly higher unit test scores but the scores on the final exam were no different than those in a traditional class(Matsuda, Azaiza, Salani, 2017). After a study of flipping a high school Liberal Arts class conducted by Jong (2017) a student had this to

Currently I have implanted a BYOD program at each school. I am encouraging expansion of this in order to support flipped classrooms. Flipping classrooms encourages students to come prepared to class. Assignments and materials are posted which introduces them to new topics prior to class. The United States Military Academy at West Point has been using this method of studying for years. In high school, this method of studying will help prepare students for

Many teachers are steering away from the traditional lecture in classrooms. Some teachers are now “flipping” their classrooms. Flipped classrooms are a new tactic in which teachers are now recording their lectures and posting them online for student convenience. Flipped classrooms allow students to watch the lectures from the comfort of their home, by doing so they can watch the lecture at a speed that is appropriate for them and they are also able to review material that they may have missed during the original lecture. Although there is little research on this new strategy, a decent number of teachers have tried the new strategy and found that test scores went up along with an improvement of the students’ attitudes. This new strategy allows teachers to interact

Just like the competency-based system the student as the focal point in the flipped system of learning which is “one that inverts the traditional style of content acquisition and application” (Delgado). Another similarity is that students work at their own pace, although in a flipped

The online leaning is gaining widespread attention around the globe to help the student get knowledge. The flipped classroom has been one of the important methods for undergraduate student to do better in the class and get the course concepts better. The flipped classrooms help the students to be more active toward the solving problems in the class; it also help them to be more confidence about the course throughout the whole semester.

Sams. Bergmann and Sams are founders of the Flipped Leaning Network, which is a nonprofit

When thinking of ways to alter the classroom to more skill-based performance, self-directed learning appears to top the charts in order to re-engineer our classrooms. Considering that students are having a difficult time progressing in our current schooling system, something revolutionary has to come into play in order to build the minds of our pupils. Otherwise, we will lose them as well as weaken our society intellectually. A direct correlation between increasing technologies, metacognitive thinking and research integration will help foster students who can cope with this change.

education. A flipped classroom (FC) is a new pedagogical model of delivering educational content. This

The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions. (7 things you should know about…Flipped classrooms, 2012)

Flipped classroom can be defined as (school work at home and homework at school) this means that students can do their school work and their study at home by using technology through computer or any other device by using Internet. Flipped classroom is considered a great instructional strategy and it is considered one of the types for blended learning that invert the traditional learning environment by delivering instructional contents online outside classroom.