2. Current Status
• We face a challenge of teaching to the middle
without challenging learners at either ends of
the spectrum
• Great Diversity among Learners – interest;
cognitive abilities; preferences; developmental
levels
• Large class size
• Many disengaged learners
3. What’s a
Flipped Learning Experience?
• Learners are first exposed to new material /
knowledge prior to class using videos of
lectures, reading assignments on handouts for
example.
• Valuable class time is then used to engage
learners in assimilating the content being
presented, perhaps through problem-solving,
discussion, or debates.
5. Teacher’s Perspective on
Flipped Learning
• "[In the current model], one student goes
home to educated parents who can help him
with his homework, while another student
goes home and gets no help,“
• "In the flipped model, both of those kids
come back to the classroom after receiving
the content, and now all of the help with the
homework is given by the expert in the field."
6. • When using the flipped classroom, instructors
allow students to investigate the concepts
introduced during the video lecture in the way
that makes them comfortable- for example
group work or independent reading, while
focusing on gaining content knowledge (Lage,
Platt and Treglia, 2000).
7. Better Days Ahead for Homework
Traditional Classroom Flipped Classroom
Student gets frustrated and gives up Teacher able to assist learners when they
get stuck
Teacher reviews homework in class Students able to review their work in
class with peers and teacher
Struggling students afraid to ask for help –
often they don’t complete assignment
Teacher able to identify students as they
struggle with content and immediately
provide feedback and help
Students do not read the comments
placed on graded assignments
Teacher able to immediately provide
feedback and help
8. History of Flipped Classroom
• In 2007 2 High School Chemistry teachers
Jonathan Bergman and Aaron Sams.
• Posted lectures online
9. Theoretical Framework
The Science Of Learning, two of which help explain the success of the
flipped classroom.
Bransford and colleagues assert that
“To develop competence in an area of
inquiry, students must: a) have a deep
foundation of factual knowledge, b)
understand facts and ideas in the
context of a conceptual framework,
and c) organize knowledge in ways
that facilitate retrieval and
application” (p. 16).
10. Theoretical Framework
By providing an opportunity for students to use their new
factual knowledge while they have access to immediate
feedback from peers and the instructor, the flipped
classroom helps students learn to correct misconceptions
and organize their new knowledge such that it is more
accessible for future use. Furthermore, the immediate
feedback that occurs in the flipped classroom also helps
students recognize and think about their own growing
understanding
Although students’ thinking about their own learning is not an
inherent part of the flipped classroom, the higher cognitive
functions associated with class activities, accompanied by
the ongoing peer/instructor interaction that typically
accompanies them, can readily lead to the metacognition
associated with deep learning.
11. Educational Technology
• Capture key content – access their own content
at their convenience – LEARNER CONTROL
• Able to Pause/ rewind/ Replay – Learner Control
• Present Learning materials in a variety of formats
• Multisensory
• Excellent for Reviewing information at
Assessment Time
12.
13. Key Elements of the Flipped Classroom
• Provide an opportunity for students to gain
first exposure prior to class.
• Provide an incentive for students to prepare
for class. Task associated with points
• Provide a mechanism to assess student
understanding.
• Provide in-class activities that focus on higher
level cognitive activities.
14. Four Pillars of F-L-I-P Bergman & Sams
• Flexible Environment
• Learning Culture
• Intentional Content
• Professional Educator
15. Four Pillars of F-L-I-P Bergman & Sams
Flexible Environment
• Educators can create flexible spaces in which students choose
when and where they learn. Furthermore, educators who flip
their classes are flexible in their expectations of student
timelines for learning and in their assessments of student
learning.
Learning Culture
• The Flipped Learning model deliberately shifts instruction to a
learner-centered approach where class time is dedicated to
exploring topics in greater depth and creating rich learning
opportunities. Students are actively involved in knowledge
construction as they participate in and evaluate their learning
in a manner that is personally meaningful.
Read more at http://thejournal.com/articles/2014/03/12/fln-announces-formal-definition-and-four-pillars.aspx#ckrGRTxdldmgzZYi.99
16. Four Pillars of F-L-I-P Bergman & Sams
Intentional Content
• Educators continually think about how they can use the
Flipped Learning model to help students develop conceptual
understanding and procedural fluency. Educators use
intentional content to maximize class time in order to adopt
methods of student-centered, active learning strategies.
Professional Educator
• Professional educators 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.
Read more at http://thejournal.com/articles/2014/03/12/fln-announces-formal-definition-and-four-pillars.aspx#ckrGRTxdldmgzZYi.99
17. Roles & Responsibilities of Students
and Teachers
Teacher and students engaged in
• concept exploration
• making meaning of content
• Students take responsibility for their own
learning
18. Roles & Responsibilities of Teachers
Teacher acts as Coach/ Mentor/ Guide
• Teacher helps students Access Information
• Process information
• Develop critical thinking skills needed to problem
solve
• Teacher will help students to set and monitor
goals
Aids in the development of skills needed by the 21st
century worker
19. Thinking in the Flipped Classroom
• Outside of class students are engaged in lower
levels of cognitive work (gaining knowledge
and comprehension)
• Inside of the class they are focused on higher
forms of cognitive work (application, analysis,
synthesis, and/or evaluation) as they are
supported by their peers and teacher.
21. Traditional Classroom vs Flipped Classroom
OLD
(BEFORE THE FLIP)
NEW
(AFTER THE FLIP)
Before
Class
Students assigned something to
read
Students guided through learning
module that asks and collects
questions.
Instructor prepares lecture. Instructor prepares learning
opportunities.
Beginning
of Class
Students have limited information
about what to expect.
Students have specific questions in
mind to guide their learning
Instructor makes general
assumption about what is helpful.
Instructor can anticipate where
students need the most help.
During
Class
Students try to follow along. Students practice performing the skills
they are expected to learn.
Instructor tries to get through all
the material.
Instructor guides the process with
feedback and mini-lectures.
Table downloaded from https://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped
Dr. Sacha Kopp
22. Traditional Classroom vs Flipped Classroom
OLD
(BEFORE THE FLIP)
NEW
(AFTER THE FLIP)
After
Class
Students attempt the
homework, usually with
delayed feedback.
Students continue applying their
knowledge skills after clarification and
feedback.
Instructor grades past work. Instructor posts any additional
explanations and resources as
necessary and grades higher quality
work.
Office
Hours
Students want confirmation
about what to study.
Students are equipped to seek help
where they know they need it.
Instructor often repeats what
was in lecture.
Instructor continues guiding students
toward deeper understanding.
Table downloaded from https://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped
Dr. Sacha Kopp
23. Benefits of Flipping Your Classroom
• Provides opportunity for differentiated learning
• Students become independent learners
• Promotes Active Learning- focused on developing
higher order skills
• Promotes peer interaction and collaboration
• Individuals interact with content prior to class time
• Learners get an opportunity for individualized attention
• Learning becomes more prominent compared to
teaching
• Increased efficiency - maximizing class time
24. • Time becomes available for students to
collaborate with peers on projects, engage
• more deeply with content, practice skills, and
receive feedback on their progress. Teachers can
devote
• more time to coaching their students, helping
them develop procedural fluency if needed, and
inspiring and
• assisting them with challenging projects that give
them greater control over their own learning.
25. Arguments Against Flipping
• Too much homework –
• Lectures on video are monotonous
• Not all students have access to technology
outside of school
• Not all students will complete their activity
before class
26. Sample of flipped classroom
• https://www.youtube.com/watch?v=7seuXKZ
Ndp0
27. The Four Phases of a
Flipped Classroom
• Experiential Engagement: The Activity
• Concept Exploration: The What
• Meaning Making: The So What
• Demonstration: The Now What
29. Experiential Exercise
• Hands-on Activity that engages the student
• They are engaged in making connections
between their experience and creating
meaning
• Interest heightens because of experience –
Desire to learn more
• Content rich videos – Khan Academy; Teacher
tube etc
30. Creating a Flipped Classroom
• http://www.youtube.com/watch?v=pkWSR9JJ
OsA
31. Assessment in a Flipped Classroom
• online quizzes to worksheets to short writing
assignments, but in each case the task
provided an incentive for students to come to
class prepared by speaking the common
language of undergraduates: points. In many
cases, grading for completion rather than
effort can be sufficient, particularly if class
activities will provide students with the kind of
feedback that grading for accuracy usually
provides.
32. Deciding Which Lesson to Flip
• First, teachers should choose a topic that can
be explained in 15 minutes or less.
• The flipped classroom approach works best
with topics that students can understand
relatively well on their own.
• Teachers can use a variety of free resources to
create and upload videos of their lessons, or
they can turn to free, existing videos that
explain their chosen topic.
33. Flipped Classrooms at Sam Sharpe
Teachers College
• https://www.schoology.com/group/90405311
Mrs. Michele McFarlane
• https://www.schoology.com/course/8789323
9/materials
Ms. Monica Campbell
35. Tips on Preparing Videos
http://www.knowmia.com/browse/all-other-subjects/all-
other-lessons
Windows moviemaker
• The teacher must have a good grasp of the content
• Must understand his/her audience – their needs and
preferences
• Must be able to make connections – relevance
No Experts Needed just Experienced Teachers
38. Reference
Lage, M.J., Platt, G.J., & Treglia, M. (2000) Inverting the classroom: A
Gateway to creating an inclusive learning environment. Journal of
Economic Education, 30-43.
• Bruff, D. (2012, September 15). The Flipped Classroom FAQ.
Retrieved March 4, 2013, from Center for the Integration of
Research, Teaching and Learning Network (CIRTL):
http://www.cirtl.net/node/7788
• White, R. (2012, June 30). How to Flip Your Classroom. Retrieved
March 4, 2013, from Hybrid Classroom:
http://hybridclassroom.com/blog/?p=819
• Flipped Learning. Retrieved March 2, 2013. http://flipped-
learning.com/?p=1073#more-1073
• The Innovative Educator. Retrieved March 1, 2013.
http://theinnovativeeducator.blogspot.com/2012/12/why-flips-
flop.html
