The term “flipped classroom” is a concept being thrown around educational circles and beyond…but what does it actually mean?
Essentially, a flipped classroom entails a reversal of the traditional classroom model, where teachers/educators lecture during class time, and assign homework to be completed outside the classroom.
In a flipped class, educators will record video lectures that students watch as part of their homework. Class time is then reserved for experiential learning, breakout sessions, discussions, and clarifying of concepts not fully understood by the lecture recordings.
It is important to note that there isn’t one particular standard model for the “flipped learning” approach. Educators can tailor the model to fit the course subject and the needs of their students. However, although the flipped model can vary from educator to educator, and classroom to classroom, the role reversal of lecture in class and homework at home is what makes a flipped model unique.
What are the benefits of this model?
Flipped classrooms can provide a myriad of benefits, but arguably the greatest benefit comes from the recorded video lectures. With pre-recorded video lectures, students can pause and rewind concepts according to their pace and varying learning styles. In a live classroom, students are unable to “pause” or “rewind” certain points of the lecture that may have been missed by taking notes, or may have missed due to needing extra clarification on the concept.
Moreover, the flipped model provides for more time on not only having the students understand the various concepts, but also more class time for experimenting with the concepts by way of projects, presentations, small-group discussions, and more.
For more information on flipped classrooms, check out Educause’s informational sheet highlighting 7 important concepts behind the flipped model here
surveys, an intiative of Project Tomorrow, asks students, teachers, parents, administrators and more about their unfiltered viewpoints on innovative and key educational concepts such as flipped learning. We then take those responses, and synthsize our research to find out how these models are working for our students, educators, and communities.
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Have you ever been a student of a flipped classroom or know someone who is a student in a flipped classroom? Are you an educator using the flipped approach? Share your thoughts and experiences on the matter with us.