Flipping the Classroom
The principles of learner-centered teaching tell us as teachers that we need to use classroom time effectively by increasing student engagement and participation. One technique to accomplish this is the flipped classroom, which increases face-to-face time between the teacher and students ( Sams & Bergman, 2013). Instead of listening to lecture in class and doing "homework" at home, the students instead listen to lecture at home and do "homework" in class.
The principles of learner-centered teaching tell us as teachers that we need to use classroom time effectively by increasing student engagement and participation. One technique to accomplish this is the flipped classroom, which increases face-to-face time between the teacher and students ( Sams & Bergman, 2013). Instead of listening to lecture in class and doing "homework" at home, the students instead listen to lecture at home and do "homework" in class.
How to Flip the Classroom
- Does the content lend itself to flipping? Didactic courses that have large amounts of factual information that utilize Bloom's taxonomy of remembering and understanding are best suited to flipping (Sams & Bergman, 2013). In contrast, inquiry-based courses that use Socratic method in lecture are less suited to flipping (Sams & Bergman, 2013).
- What can be removed from the classroom by technology? Any activity using one-way communication from the teacher to the students, like lecture, can effectively be moved out of the classroom by using technology like video (Sams & Bergman, 2013). Videos can also be used to provide sample problems or illustrate key concepts. Students are expected to review the technology-based lessons before class in order to be best-prepared for the face-to-face activities with the teacher (Sams & Bergman, 2013).
- What activities should happen in the classroom? Activities that utilize higher-level Bloom's taxonomy (apply, analyze, evaluate, and create) are best-suited to the flipped classroom (Sams & Bergman, 2013). After assessing the students' understanding of the at-home learning, problem-based activities are used to reinforce key concepts. While the students work either independently or in groups, the teacher circulates the classroom and engages in formative evaluation with each student to provide individualized assistance and direction (Sams & Bergman, 2013).
REFERENCES
Sams, A. & Bergman, J. (2013). Flip your students' learning. Educational Leadership, 16-20.