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Reflection 2 - Flipped Classrooms Final

This document discusses the flipped classroom approach to learning. It defines flipped learning as students learning new concepts at home through direct instructional videos instead of in the classroom. This frees up class time for deeper learning activities like problem solving and collaboration. The document also outlines some best practices for implementing flipped learning based on recent research.

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58 views

Reflection 2 - Flipped Classrooms Final

This document discusses the flipped classroom approach to learning. It defines flipped learning as students learning new concepts at home through direct instructional videos instead of in the classroom. This frees up class time for deeper learning activities like problem solving and collaboration. The document also outlines some best practices for implementing flipped learning based on recent research.

Uploaded by

api-350901417
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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EDUC5464 ICT

Reflection 2 - Using the "Flipped Classroom" and best practices

A Flipped Classroom (or Flipped Learning) is a term given to a student learning


scenario where the role of the teacher is different to the traditional view of teaching.
In a flipped learning environment, typically using Digital Technologies, the teacher
provides direct instruction on new concepts outside of the classroom. Students
come to lessons already having a preliminary understanding of the topic, freeing up
class time for the teacher to focus on other beneficial learning activities (Straw,
Quinlan, Harland, & Walker, 2015, p. 5).

Flipped learning usually takes the place of homework. Students learn about subject
matter at home instead of listening to a teacher in the classroom. The student has
the time to self-learn at his/her own pace (EDUCAUSE, 2012).

The reported benefit of this pedagogical approach is that the student comes to the
classroom already knowing the content and the time spent with the teacher and
peers can be spent on deeper learning - critical inquiry, collaborative learning,
teacher is a coach and, it encourages independent critical learning (Harland, 2016).

The Flipped Classroom is illustrated below in Diagram 1.

Diagram 1 The Flipped Classroom

Source: (University of Texas at Austin, n.d.)


Flipped Learning has its roots in social constructivism as it is often linked to problem
solving, inquiry learning, and active learning plus interpersonal communications
(Logan, 2015, p. 3). In addition, it aligns with Blooms Taxonomy of Educational
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EDUC5464 ICT

Objectives as simple learning is done at home moving to higher order critical thinking
in the classroom (Waldrop & Bowdon, 2015, p. 3).

Flipped Learning has several advantages. Firstly, it enables teachers to use the time
with students to the maximum effect. Time is spent helping students understand the
concepts and enquiring on deeper, extended questioning. Secondly, flipped learning
initiates and teaches students to take charge of their own independent learning
(Harland, 2016).

There are also some disadvantages. Firstly, flipped learning requires scaffolding. It is
recommended that teachers introduce the concept slowly by simulating the process
in the classroom (EDUCAUSE, 2012). Secondly, access to the necessary
technology such as high-speed internet is important and many students, particularly
in low socio-economic and remote areas, may not have access to this.

Findings from a recent study found the following best practice recommendations for
the implementation of a Flipped Classroom:

1. Flipping is most effective in smaller classrooms as there is more opportunity


for collaboration and student participation,
2. Flipping should be introduced slowly to allow students to adapt to the new
way of learning,
3. Planning and preparation by the teacher is essential,
4. Harder to understand concepts should be addressed in the class, not at
home,
5. Videos for home should be no more than 10 minutes long,
6. Use formative assessments such as quizzes to motivate students to complete
homework, and
7. Use student feedback and personal reflection to refine the process. (Hall &
DuFrene, 2016, p. 238)

This approach to learning seems to me to be a significant improvement on the


traditional learning model as it offers the teacher a way of extending the learning
experience in the classroom beyond just the content. It encourages Deeper Learning
the mastery of content that engages students in critical thinking, problem-solving,
collaboration, and self-directed learning (Adams Becker, Freeman, Giesinger Hall,
Cummins, & Yuhnke, 2016, p. 14).

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References

Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., & Yuhnke, B. (2016). NMC/CoSN
Horizon Report: 2016 K-12 Edition. Austin, TX: The New Media Consortium. Retrieved from
http://www.learntechlib.org/p/173568
EDUCAUSE. (2012). 7 Things you should know about flipped classrooms: EDUCAUSE. Retrieved from
https://net.educause.edu/ir/library/pdf/eli7081.pdf
Hall, A. A., & DuFrene, D. D. (2016). Best Practices for Launching a Flipped Classroom. Business and
Professional Communication Quarterly, 79(2), 234-242. 10.1177/2329490615606733
Harland, J. (2016). Flipping their learning Research INsights. UK: National Foundation for Educational
Research. Retrieved from https://www.nfer.ac.uk/pdf/flipping-the-learning.pdf
Logan, B. (2015). Deep exploration of the flipped classroom before implementing. Journal of
Instructional Pedagogies, 16, 12. Retrieved from
http://www.aabri.com/manuscripts/152295.pdf
Straw, S., Quinlan, O., Harland, J., & Walker, M. (2015). Flipped learning: Research Report (pp. 41):
National Foundation for Educational Research and Nesta. Retrieved from
https://www.nfer.ac.uk/publications/NESM01/NESM01_home.cfm
University of Texas at Austin. (n.d.). Flipping. Retrieved from
https://facultyinnovate.utexas.edu/teaching/strategies/flipping/
Waldrop, J. B., & Bowdon, M. A. (2015). Best Practices for Flipping the College Classroom. In M. A. Q.
M. A. Bowdon (Ed.), Best Practices in Online Teaching and Learning. Florence: Taylor and
Francis.

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