Sie sind auf Seite 1von 16

THE FLIPPED CLASSROOM

FLIPPED LEARNING

Ana Patricia Lindo Tannous


MLL751
Professor: Xiao-Desai
May 2,2017
What is a Flipped Classroom
What is Flipped Learning

Jonathan Bergmann and Aaron Sams are often


credited with formalizing the model and are
successfully rolling out the flipped class model
into the mainstream
The National Center for Academic
Transformation (NCAT) has experimented with
similar ideas over the past decade across a
multitude of disciplines
Dr. Eric Mazur is credited with
researching flipped classroom learning
since the 1990s.
Flippedlearning.org
Flippedlearning.org

The Four Pillars of F-L-I-P Pillars


Pillar 1: Flexible Environment
Pillar 2: Learning Culture
Pillar 3: Intentional Content
Pillar 4: Professional Educator

The Four Pillars of F-L-I-


P and the definition
were written by the FLNs
board members: Aaron
Sams, Jon Bergmann,
Kristin Daniels, Brian
Bennett, Helaine W.
Marshall, Ph.D., and Kari
M. Arfstrom, Ph.D.,
executive director, with
What is Flipped Learning
THE DEFINITION OF FLIPPED LEARNING
Flipped Learning is a pedagogical approach in
which direct instruction moves from the group
learning space to the individual learning space,
and the resulting group space is transformed
into a dynamic, interactive learning
environment where the educator guides
students as they apply concepts and engage
creatively in the subject matter

Network, F. L. (2014). The Four Pillars of FLIP.


What is a Flipped
Classroom
A flipped classroom is most
commonly described as a reversed
teaching model where the teacher
uses various forms of technology
such as videos to record the normal
classroom lectures and students are
required to view these recorded
lectures outside the regularly
scheduled classroom time.
BUTT, FINDLAY-SMITH, MOMBOURQUETTE
2014
November, Alan and Brian Mull Flipped Learning: A Response to
five common criticisms 2012

there is no true definition of what flipped learning is


Flipped Learning: a Response to five common criticisms 2012)

Dr. Eric Mazur is credited with researching flipped classroom


learning since the 1990s.

Mazurs 5 elements of Flipped Learning and Peer


Instruction Methods:

1. Students prepare for class by watching videos, listening to


podcasts reading articles, or contemplating questions that
access prior knowledge

2. After accessing the above content, they are asked to reflect

upon what they learned and organize questions and areas of

confusion

3. Students then login to a social tool to post their questions

4. The instructor reviews the questions prior to class and then


develops class materials and scenarios to address the areas of
confusion without teaching the material the class already
understands

5. Using the Socratic method ( questions and problems are


posed and students work to answer or solve the
questions/problems) the teachers role is to listen to and
engage with individuals and groups as needed.
Flipped Classroom
Flipped Learning

These terms are not interchangeable. Flipping a class

can, but does not necessarily, lead to Flipped

Learning. Many teachers may already flip their classes

by having students read text outside of class, watch

supplemental videos, or solve additional problems,

but to engage in Flipped Learning, teachers must

incorporate the following four pillars into their

practice.

Network, F. L. (2014). The Four Pillars of FLIP.


The Pros
and Cons
The Positive:
According to November, Alan, and Mull 2012

Students would ideally come to class prepared


because they would have
already reviewed the assignment.

Teachers would focus on the areas of confusion and


help clear things up for the students thereby providing
immediate feedback in class as students work on
problems.

Learning becomes a social process as the students


work in groups and review their homework together via
a social network prior to class.

Since students have reviewed the content before


coming to class, they come to class prepared to discuss
what they have learned.
The Negative:
If the students have not done the prep work, they will be
lost during class time.

Students who do not have access to the technology needed


for the pre-class work will be at a huge disadvantage.

Fyndenberg 2012 suggests that not all students have


access to the same technology such as smart phones or
laptops, especially at home, and points out that there
could be a digital divide against the flipped
classroom methodology

BUTT, FINDLAY-SMITH,
Clintondale High School
A Success Story

A year after implementing the flipped


classroom educators in the school saw
the percentage of students failing fell
from 52% to 19%; in math, a drop
from 44% to 13%; in science, it
declined from 41% to 19%; and in
social studies, fewer than 10% of
students failed, compared with nearly
a third the previous year.
BUTT, FINDLAY-SMITH,
MOMBOURQUETTE, 2014
The Flipped Classroom
Approach
the key for students because
educators flip approach holds the
golden key to control and eliminate
learning obstacles and it allows
teachers to give their best
presentations and share resources
(Alvarez, 2012).
Teachers and Students
Teachers have to be trained on how to use
the software and how to properly
structure a flipped classroom which is
time consuming and requires a
commitment on the part of the teacher.
Students must overcome their reliance on
traditional classroom teaching and be
willing to accept the responsibility for self-
learning that comes with a flipped class

BUTT, FINDLAY-SMITH, MOMBOURQUETTE,


2014
Flipped Classroom
Flipped Learning

A flipped classroom is most commonly described as a reversed


teaching model where the teacher uses various forms of technology
such as videos to record the normal classroom lectures and students
are required to view these recorded lectures outside the regularly
scheduled classroom time.
This allows for the homework portion or other interactive activities
to be completed within the classroom setting.
The intent is to create a more collaborative learning environment
where students are focused on working through problems with both
the guidance of their teachers and the support of their peers.
According to Tucker (2012) teachers that use the flipped classroom
model universally agree that viewing the recorded videos outside
class time are not enough to make the model successful. Rather, it
is how teachers integrate these instructional videos into an
overall approach that makes the difference

BUTT, FINDLAY-SMITH, MOMBOURQUETTE 201


A Guide For F- Flexible Environment: Flipped Learning allows for a variety of learning modes;
educators often physically rearrange their learning spaces to accommodate a lesson or
Teachers in a unit, to support either group work or independent study. They create flexible spaces in
which students choose when and where they learn. Furthermore, educators who flip their

Flipped Learning classes are flexible in their expectations of student timelines for learning and in their
assessments of student learning

Environment
Teachers
Establish spaces and time frames that permit students to interact and reflect on their
learning as needed.
Continually observe and monitor students to make adjustments as appropriate.
Provide students with different ways to learn content and demonstrate mastery.

L- Learning Culture
In the traditional teacher-centered model, the teacher is the primary source of
information. By contrast, the Flipped Learning model deliberately shifts instruction to a
learner-centered approach, where in-class time is dedicated to exploring topics in greater
depth and creating rich learning opportunities. As a result, students are actively involved
in knowledge construction as they participate in and evaluate their learning in a manner
that is personally meaningful.
Teachers
Give students opportunities to engage in meaningful activities without the teacher being
central.
Scaffold these activities and make them accessible to all students through differentiation
and feedback.

P- Professional Educator
The role of a Professional Educator is even more important, and often more demanding, in
a Flipped Classroom than in a traditional one. During class time, they continually observe
their students, providing them with feedback relevant in the moment, and assessing their
work. Professional Educators are reflective in their practice, connect with each other to
improve their instruction, accept constructive criticism, and tolerate controlled chaos in
their classrooms. While Professional Educators take on less visibly prominent roles in a
flipped classroom, they remain the essential ingredient that enables Flipped Learning to
occur.
Teachers
Make themselves available to all students for individual, small group, and class feedback
in real time as needed.
Conduct ongoing formative assessments during class time through observation and by
recording data to inform future instruction.
Collaborate and reflect with other educators and take responsibility for transforming my
practice.

FlippedLearning.org
Example:
National Tango Day in Argentina

http://mll751vamodeviajeaargentina.
weebly.com/some-national-holidays-i
n-latin-america.html