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.