Flipped Classroom Model (Learning Paradigm) Comparison to Traditional Classroom Model (Instructional Paradigm)

Wallace (2013) Foundations of the Flipped Classroom article in development

Designing Active Learning for Inside the Flipped Classroom Step 1: Identify a place to start a single lesson where flipping could make a difference Do you currently have an in-class application activity for a class that you rarely have time to complete? What concepts or topics do students struggle the most to understand based on exam scores and/or assignment grades? What topics would students benefit from the opportunity to apply the concepts within the classroom where your expertise could guide their development? Step 2: Clarify what active learning looks like in class How will students actively engage in learning during class? o What content will be (actively) learned during class? o What would doing homework look like in class? Your role - what will you be doing? How will you determine whether to do targeted lectures? What will students need to know to successfully start the learning activity? How might learning be extended beyond class? How will questions handled (before, during, and after class)? Step 3: Decide whether to curate or create content students need to know to fully engage in the in-class learning activity. Step 4: Figure out how you will hold students accountable for doing the pre-class assignment.

Wallace (2013) Foundations of the Flipped Classroom article in development