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Flipped "Teaching" / Learning / Instruction
Does a real "flipped" classroom have the kids teaching?
How would the
view flipped teaching?
What is the best use of the class' face-to-face time?
In a sense, this is a blended learning approach. How can what we know about such classes inform the design of flipped teaching?
As implemented by some, how is this different from Just In Time teaching?
Where does this fit in a
taxonomy? (Are we doing things differently or doing different things?)
Affordances & Constraints
The details of this chart are less important than the process of creating it. After reading/watching how others use it in the classroom, and trying out flipped teaching with your own students, get together with a few other educators and fill out your own chart. Here's a
we give out as a part of a Think-Pair-Share. You might want to divide it into sections and consider the affordances and constraints by user (teacher/student/special needs student). Hopefully you'll revise the chart as you explore flipped teaching in a wider variety of ways.
Potentially increases time in class for a
wider range of learning activities
Students can skim, rewind, and rewatch/listen as often as needed - even if absent
Potentially more time to work one on one or in small groups with students
At school, students can take the role of teacher with a classmate or lead a group
Teacher has more opportunity to hear/see where students are struggling (naive conceptions, misconceptions, mythconceptions) - these can become the focal point of instruction - this can fit well with a constructivist approach and/or differentiation
More time to question, assist, teach, address myth conceptions, use alternative representations
Some excellent resources available from YouTube,
other similar sites
- opportunity to "learn" from some of the best teachers in the world
Could this help unearth students misconceptions, mythconceptions, and naive conceptions?
Mazur and November point to this method as a way to deal with the "Curse of Knowledge" described in
Made To Stick
to the students' already busy day
Adds more screen time to students' day
Will the students do their "homework"?
Often requires access to a computer (or tablet or smartphone) with internet access - Consider usb drives and/or DVDs to overcome this
Requires time to find or create resources (video, audio, online lessons, games, etc.)
Like any change in instruction, teachers will need time to adapt if they are to use this method well, and schools rarely provide this sort of time
Instruction (hopefully not just lecture) in this method can be as exciting or as boring as they are in the classroom
How different is this from a multimedia version of having the students read the chapter at home?
Be ready for students who just want the teacher to give them the answer
Classes should do hands-on exercises before reading and video, Stanford researchers say
Five Best Practices for the Flipped Classroom
The Flip: End of a Love Affair
The Flipped Class Network
The Flipped Classroom: Pro and Con
Flipped Classroom: Beyond the Videos
The Flipped Classroom Infographic
Flipped learning: A response to five common criticisms
Flipped Model of Learning: A Podcast with Jonathan Bergmann and Aaron Sams
Flipped: The Stillwater Experience
Flipping the Classroom: The Why and the How
(iTunes U "Course")
Flipping the Faculty Meeting
From Questions to Concepts: Interactive Teaching in Physics
Make Thinking Visible with the Flipped Classroom Model
Progressive Science Initiative
Rejecting the "flip"
Twilight of the Lecture
The Ultimate Guide To Flipping Your Classroom (Part 1)
What if Khan Academy was made in Japan?
Flip Your Classroom: Reach Every Student in Every Class Every Day
- ASCD/ISTE Book
Flipped Classroom Webinar Series
8 Great Reasons to Flip Your Classroom (and 4 of the Wrong Reasons), from Bergmann and Sams
help on how to format text
Turn off "Getting Started"