Resources to help you understand and implement flipped classroom.
Over the past few years, the traditional lecture teaching model has been completely turned on its head in favor of a trendy — and potentially transformational — new teaching strategy. Enter: the flipped classroom. In a flipped classroom, students engage in passive learning (i.e. lectures or assigned reading) at home, and class time is devoted to collaborative projects, answering questions, and engaging with the material on a deeper level.
Now that the buzz about flipped learning is calming and the novelty is wearing off, the time has come to dig a little deeper into the natural outcomes of flipping. Specifically, flipping can change the type of work students complete and the way in which class time will be used; it can modify the nature of assessment, and it can alter the way in which teachers will report student work.
Flipping a classroom is a modified version of competency-based education, where faculty can gauge a student’s proficiency in learning outside of instruction based upon their ability to lead and participate in dialog and teaching others in the classroom. For faculty who can learn the strategies in measuring this kind of learning and aptitude, it can help to reduce teaching burnout while increasing engagement for students.
Michael Hyatt, a best-selling author and speaker emphasises on creating margins in life to reduce stress and burnout, the same might be helpful in your flipped classroom. Here are five recommendations for building margins into a flipped learning experience that will be successful for you and your students.
By design, the flipped model places more emphasis on the importance of homework or pre-class work to ensure that in-person class time is effective, allowing the instructor and the students to explore higher levels of application and analysis together. If students are unprepared, it leads to frustration, stress, and anxiety for everyone.