Blog 2

Understanding the Flipped Classroom Parts 1 & 2 by Pamela Kachka
Kachka examines one of the latest educational trends. Flipping the classroom refers to moving instructor lead lecture time to a homework opportunity so students can use the classroom for hands-on practice time. A lecture is prepared as a video or audio file (online or DVD) so the student can access it outside of the classroom.
The concept has been used in law schools for a long time, but the recent interest and the term “flipping the classroom” appears to have originated with Bergmann and Sams in Colorado in 2007. Others have also promoted the value of flipping the classroom.

While lecturing makes economic sense, it doesn’t have to be done in the classroom. Short videos of 10 or less minutes have been found to be most effective especially when they go beyond the instructor just talking by using multi-media techniques to be engaging. The homework lecture can be augmented by the students submitting questions about what they need more information about or by providing their own summary of the lecture.

Hands-on practice can be very effective when the instructor is available to provide support in the classroom. A real benefit of flipping the classroom is the ability to provide different support to different students. The instructor can start the class with a quick review of the topic and discuss some common questions before giving students problems to work on in class. While circulating about the classroom, the instructor can help each student tackle the problems and clear up any misunderstandings. Students can also be asked to teach a concept to the other students.

Quizzes remain important for tracking understanding.

While flipping the classroom may take more effort, the results should be worthwhile for the students.



Understanding the Flipped Classroom



One thought on “Blog 2”

  1. I read the article you refer to and I think I understand what’s being done there. The instructor in a flipped classroom can spend more time with the students analyzing the outcomes from the homework assignment at the beginning of the class. Then the class and instructor and focus more on trying the outcomes or results in class time instead of trying to fit it in. I think the students get a better grasp of the subject(s), when they are made to discover their own outcomes. I also use a similar approach to teaching in my classroom. I get the students to do an assignment where they need to research a topic, then I get them to demonstrate it to the other students and myself, in essence getting them to teach it. I find that the message remains the same, however they may deliver it in a method or a more familiar way (language, examples, demonstrations). Great choice of article information.


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