The Flipped Classroom Model Of Instruction

The concept of flipped classroom has been effective in indicating better results in turning around instruction and teaching in the classroom. The old approaches employed in disseminating teaching in K-12 schools have also proven to be less effective in promoting the realization of better learning experiences and

The inverted classroom – The flipped classroom model began over 15 years ago in higher education and spread to k -12, it allows for more interactive learning in the classroom.

It also explains the theoretical basis for this method that because students have background knowledge from lecture done before class, it gives them class time to explore difficult sections with immediate feedback from instructors and peers. It also pushes students to think about their own learning and allows for more growth in critical thinking. However the most helpful portion of this article is when it details how to effectively use the flipped classroom method in a way that is conducive to student learning. She note that you should provide the opportunity for students to gain first exposure prior to class, provide some incentive or necessity for student to be prepared for class, ad utilize their first exposure, then find a method that works best to access student understanding of the learned material, and last provide in class activities that “focus on higher level cognitive abilities.” In other words, creating activities that foster student using learned information in a way that allows for authentic production in the classroom for feedback opportunities. (Brame,

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).

Blended learning solutions are one way to offer additional support to students studying the complex interactions between students and learning materials. In a design studio setting, blended learning addresses the changing nature of studio-based learning by moving some student exercises and instructor coaching online, leaving the laboratory work for the studio space.

I have had two experiences with flipped learning, one positive and one negative. The bad experience was here at Clemson in a Linear Algebra course. It was exactly the Flipped Class 101 mentioned in the article.

Classrooms across the nation are taking on a new technology tendency known as the “flipped” schoolroom, where students see lecture videos as homework and teachers use class-time for discussion. First popularized by YouTtube sensation, Sal Khan, 36 months ago, the version that was flipped developed traction way quicker than investigators had time to study it.

They found that even though the instruction was similar in the two groups being followed the class time was used vastly different. Students in the flipped classroom had more opportunity for enrichment and application. In another study by Touchton (2015), found that fifty eight percent of students who completed a flipped classroom model were more willing and confidence to pursue more classes with similar content. This is important to continue students interest and motivation in school. Marks (2015) states that flipping a classroom is the best way to addresses the ever-changing classroom dynamics. Most classrooms have students who are struggling to master they content and those who are in need of more

Milman (2012) notes, the flipped or inverted classroom, used in K-12 and higher education, has been receiving attention. According to Milman (2012), advocates of the strategy make numerous benefits known, for example - increasing classroom engagement. Milman (2012) notes there are both advantages (it seems to be a good fit to teach procedural knowledge) and disadvantages (students may not watch the videos and or it may not be the best way to learn the concept). Additionally Milman (2012) notes, “no empirical research exists to substantiate its use” (p. 2); however, many instructors support its use as a teaching strategy. According to Hamdan, McKnight, McKnight, and Arfstrom, (2013) both quantitative and qualitative research is limited; however, there is research that supports the model and the instruction of strategies that engage students in learning. Hamdan et al (2013) state Flipped Learning “has been mainly a grassroots movement” (p. 9), although more administrators and parents are researching this teaching method. Speak Up’s annual online survey (Fall of 2012) contained questions specific to the Flipped Learning method, 6% of respondents indicated they were using some form of video enhancement and 18% of teachers indicated interest in trying the method (Hamdan, McKnight, McKnight, & Arfstrom, 2013). In Addition, 60% of grade 6-12 students agreed this method would be a good way for them to learn (Hamdan et al., 2013).

Our Elementary School Blended Learning philosophy will be based on the work of the Clayton Christensen Institute for Disruptive Innovation and subscribes to the following understandings. Blended learning focuses on the development of instructional strategies that are data driven and incorporate technology as a tool for engaging students in new levels of learning. By examining how to include strong components of student directed and personalized learning into each student’s, program our staff will discover new instructional strategies, new building structures, and identify professional learning needs. As a result of these discoveries, our Elementary school will seek to implement a blended model that is best suited to the needs of our learners and high expectations for all. Through our participation in this grant, we will explore the various blended learning models; including flex, station rotation, and lab then choose the model that best fits our students’ instructional

In a “flipped” classroom, students are introduced to new topics by watching assigned instructional videos at home. Class time is then reserved for practice, collaborative projects, and more meaningful discourse. In this way, the traditional means of teaching is flipped; instead of learning new concepts in class and then doing practice problems at

There are many pros and cons of using such a method, while most of them are good for the students and professors, which include that students have more control, which will increase input and control over their own learning. The flipped classroom allows more time for the student’s to understand certain concepts and to take their time reviewing the material without getting left behind. The student’s can pause, or reqind the lectures, write down questions they have have, and discuss them at the next classroom time. The student’s can also receive immediate assistance from teachers and classmates, as a result this improves the students achievements, but also improves behavior in the classroom as well. This is a student=centered learning and collaboration,

My problem is designing a blended class for the spring semester, when discussing my problem with Dean of Instruction; the college does not have any training for blended class structure just flipped classes.

Aaron Sanns and Jonathan Bergman are the first two teachers who use flipped classroom, they provide supplying absent students with an online lecture they could watch from home or from anywhere they had access to a computer and internet including school or local library. They find

It is stated based on the observations of atlantic.com” The study examined three years of a foundational pharmaceutics course, required for all doctor of pharmacy (Pharm.D.) students attending UNC. In 2011, Mumper taught the course in a standard, PowerPoint-aided lecture format. In 2012 and 2013, he taught it using “flipped” methods. Student performance on an identical final exam improved by 2.5 percent between 2011 and 2012—results now in press at Academic Medicine—and by an additional 2.6 percent in 2013. Overall, student performance on an identical final exam improved between 2011 and 2013 by 5.1 percent. Students also came to prefer the flipped model to the lecture model. While 75 percent of students in 2012 said, before Mumper’s