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The Flipped Classroom

Instructional Strategy
by

Charlene Napolitano

on 25 September 2015

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Transcript of The Flipped Classroom

Because students have the option to view learning materials as many times as as they like, they have the opportunity to fully comprehend course material that may not initially have been understood if it was only presented one time in class.
The Flipped Classroom
How is the flipped classroom beneficial to the adult learner?
This type of instructional strategy promotes a "shift from a teacher-centered classroom to a student-centered learning environment"

The flipped classroom is an instructional strategy that " employs asynchronous video lectures, reading assignments, practice problems, and other digital technology-based resources outside the classroom, and interactive, group-based, problem-solving activities in the classroom."
(Hawks, 2014, p. 264)
(Francl, 2014 p. 119)
Students are able to view course content anywhere, anytime, and as many times as necessary
(Bergmann & Sams, 2014, p.22)
The role of the course instructor becomes more of a facilitator, who promotes "learning, rather than teaching, the most important goal of class time"
(Bergmann & Sams, 2014, p.21)
Flexibility
in learning
Increased
Comprehension
Since lower level cognitive learning is completed on the student's own terms, scheduled class time can be used to explore and discuss course material. Educators can "help students go deeper into content as well as higher up the levels of Bloom's Taxonomy"

Higher Level Learning
Individualized
guidance
Key Features of
The Flipped Classroom
Facilitators are available to provide individualized guidance while engaging students in interactive, group-based, problem-solving activities
Increased student Engagement
Increased student
Performance
Class time involves the use of small & large group discussion, debates, problem solving, reviewing case studies and project creation to engage learners
Research has shown that engaging students in active learning enhances their learning outcomes and improves their motivation and attitudes
(McLaughlin et al., 2014, p.236)
Because facilitators "have more time to facilitate in-depth discussions of course content and other active learning activities, students are able to gain a deeper understanding of the content and therefore, improved academic success"
(Hawks, 2014, p.266)
In the classroom, teachers are available to clarify content and guide students through interactive activities that promote deeper learning
Students learn basic content and knowledge at home
Students become more active in their learning.
"When students work together to solve real-world problems, engagement, attention, and knowledge retention increase dramatically"
(Hawks, 2014, p. 265)
Increased Participation
Increased Collaboration
Students learn from one another in a learning environment that encourages them to build knowledge together inside and outside the classroom
Increased feedback
Students have more opportunities to demonstrate their knowledge (both gaps and understanding) which opens more opportunities for facilitators to provide feedback
Sounds great,
but how is flipped learning different from a
traditional online course
or
blended learning?
Online learning is a method of delivering educational information via the internet instead of in a physical classroom
Blended Learning
Blended Learning
Takes place online and in a physical classroom
The online component of the learning experience usually consists of exercises or additional content that complement the in-class lesson
The focus of this type of learning is
STUDENT ENGAGEMENT
Focus of this type of learning is
FLEXIBILITY of LEARNING
The focus of the Flipped Classroom?
Facilitate learning that allows students to progress to higher levels of Bloom's taxonomy
Here are some final thoughts about the flipped classroom from the founders of the
Flipped Learning Network

Description
Intended Learning Goal of The Flipped Classroom
The Learning Domains Addressed
Teacher becomes Facilitator
Creates a Shift in
Learning Environment
Cultivate deeper, richer active learning experiences for students when the facilitator is present to coach and guide them
Responsibilities in Learning
The Flipped Classroom
Underlying Theory for the Development of
The Flipped Classroom
The Flipped Classroom is based on the Constructivist theory of learning that asserts that:

People construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences
Learning is an active process
Knowledge is constructed from & shaped by experience
Learning is a personal interpretation of the world
BLOOM'S TAXONOMY
COGNITIVE DOMAIN
Involves knowledge and the development of intellectual skills

Lower-level content is obtained independently by students through on-line learning activities
Higher-level learning is performed in the classroom through interactive activities
AFFECTIVE DOMAIN
Includes the manner in which we deal with things on an emotional level (feelings, values, attitudes etc.)

Students learning in this type of instructional strategy will experience a variety of emotions as they actively engage in learning activities with classmates and facilitator
PSYCHOMOTOR DOMAIN
Includes physical movement, coordination, and use of motor-skills

The flipped classroom involves active participation of students during in-class learning activities
examples include (but not limited to): role-play, demonstrations, simulations, debate, experimentation

Please visit my website for the following information with regards to the Flipped Classroom
Procedure for implementation
Criteria for successful implementation
Situational constraints
Relevance to Adult Learning Contexts
Links to Resources, online papers, reference sites

website address: aded4f32tradefairflippedclassroom.weebly.com
Full transcript