the flipped classroom dates back to the 1990’s, when it was first used (Mazur,1997) in elementary and secondary education and was referred to as the ‘classroom flip’ by Baker (2000, p.19). Missilidine (2013) also mentions Baker (2000) coined the idea of the teacher role shift from ‘sage on the stage’ to ‘guide on the side’, which is the mantra of those who espouse this method of teaching (Frydenberg, 2013).
Later, two pioneering chemistry teachers, Jonathan Bergmann and Aaron Sams from Woodland Park High School, in 2008, laid the seeds of the ‘Flipped Classroom Teaching Model’. They were struggling to reteach students who missed classes. They created instructional videos on lecture content, and posted them online. They moved lecture to home,
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Overmeyer (2012) cautions that although the premise of flipped classroom is simple and encourages more teacher-student interaction time, it has to be carefully selected with insight. Just like every classroom is different, it cannot be considered as a ‘one size fits all’ model. Developing quality and engaging learning opportunities rather than just time filling assignments is an onus of responsibility for the teachers.
Another challenge is to encourage students to adopt and adapt to this new model of instruction. The initial resistance from the students have to be overcome. Incentives have to be provided to students to watch videos at home and come prepared to class. A short quiz can be administered at the start of a lesson and teachers can use a custom designed tracking tool to track the total number of video podcast visits. Freeman (2013) emphasizes a central theme for all activities for the experimenting and innovating educators revolves around the idea of learning works
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The researcher used a 7-week period flipped model intervention with two Algebra I sections constituting of a diverse group of students with varying learning abilities. The, 42, ninth grade voluntary participants were between 13 and 15 years of age. The algebra course was selected because of its rigorous content and structured curriculum. One of the challenge of the flipped classroom is not all students have access to internet. The researcher addressed this issue by making media available on flash drive and DVDs.
Analysis of the pre and post survey conducted to assess the model’s impact on learning experience showed positive results. Students believed the flipped model of instruction encouraged their active engagement, increased their class participation, provided scope for better use of class time in mastering topics, created room for varied and good classroom practices and broadened the student-to student and student-to-teacher communication
In the article Should Colleges Really Eliminate the College Lecture? by Christine Gross-Loh, Loh discusses the relevance of traditional college lectures and how it could become obsolete in the near future. She explains how a “flipped classroom” could be more beneficial in terms of academics and show improvements in students learning abilities.
After reading the book “Perspectives on Learning” I have gained an enormous amount of knowledge on not only how to become a teacher, but what it takes in order to become a successful teacher. The biggest message I gained from the reading is that there is more than just one type of learning style. This book has taught me many theories, strategies, and skills that are useful in the teaching field. The book gave multiple perspectives on learning and encouraged different types of facilitated learning. Every student learns a different way and there is not one way that works best for everyone. I feel prepared when it comes to understanding students mindsets and the different styles of learning kids may
In closing, an expanding body of research affirms that teaching and counseling students with interventions that are in cooperation with the students' learning-style preferences result in their increased academic achievement and more positive attitudes toward learning.
Stiggins, R., & Chappuis, J. (2008). Enhancing Student Learning. Retrieved from July 2009 from, http://www.districtadministration.com/viewarticlepf.aspx?articleid=1362.
Martin, K. (2000). Alternative Modes of Teaching and Learning. Received September 13, 2002 from Internet. http://www.csd.uwa.edu.au/atmodes/to_delivery/discovery_learing.html.
The idea of a flipped classroom originally came about in the 1980s when Eric Mazur developed a computer-based instruction to guide students through the lessons outside of his class. He did this because he felt his students needed him most during the class time (Schultz, 2014). Through time the idea of the flipped classroom has continued to be expanded on. In 2000, Lage, Platt, and Treglia published a study titled “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment.” This study stated that different learning styles are no longer limited by time constraints or the possible loss of content. According to Lage, Platt, and Treglia, “Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom” (Lage, Platt, & Treglia, 2000, p. 32). Lage, Platt, and Treglia wanted to reach students with different learning styles by providing options for the students to use in learning outside of class and to increase their interaction with the students and teacher inside of class
“In most Flipped Classrooms, there is an active and intentional transfer of some of the information delivery to outside of the classroom with the goal of freeing up time to make better use of the face-to-face interaction in school.”
Greene, Maxine. "Teaching as Possibility: A Light in Dark Times." (n.d.): n. pag. Web. .
Zuckerman, M. B. (2005, October 10). Classroom Revolution. U.S. News & World Report. p. 68. Retrieved from EBSCOhost.
Through exploring multiple learning theories and reflecting on my own teaching beliefs, I have developed my own theory of learning. As I developed my theory, I wanted to consider what it takes to be a highly effective teacher. An effective teacher must have mastery of instructional strategies, classroom management, classroom curriculum design, and use assessments as feedback (Laureate Education, 2010a). By using a variety of instructional strategies, teacher’s can meet the learning styles of all the students in the classroom. Effective classroom management can lead to students feeling safe and more willing to take risks. When a student feels comfortable to take risk, then learning will increase and the students’ confidence will grow. Classroom management also creates order in the environment, which will allow effective learning to occur. By understanding curriculum, the teacher can target skills and causes learning to take place. Teachers need to deliberately plan lessons around standards and specific goals based on curriculum and the school’s mission (Marzano, 2010). Assessments need to be use to guide instruction and used as a “method for improvement and mastery,” (Marzano, 2010). While determining my own theory of learning, I believe that I need to consider what effective teachers demonstrate in the classroom.
The flipped classroom is founded on four precepts (Hamdan, McKnight, McKnight and Arfstrom, 2013). The first is that it requires a flexible environment populated with a wide range of learning modes. This will often require a reorientation of the physical space in order to facilitate these different learning modes. The learning environment may become more ‘chaotic and noisy’ (Hamdan, McKnight, McKnight and Arfstrom, 2013, p. 5). The process of assessment and timelines for learning needs to be flexible (Hamdan, McKnight, McKnight and Arfstrom, 2013). Assessment instruments may need to be ...
The classroom should be a democratic environment where students choose what they want to learn. The teacher and stud...
The biggest challenge before a teacher is the presentation of a lesson. If a lesson presentation is effective, students can reach the goals of life by acquisition of knowledge; and if the teacher is unsuccessful in his presentation, it is impossible to achieve the educational objectives. The method of teaching is directly related to the presentation of the lesson. The method of teaching depends on the nature of the subject, and the tact of the teacher. This essay is aimed at assessing teaching methods and strategies used in schools and discuss innovations that should take place to make them more effective and learner centred. Brandes and Ginnis (1996:167) acknowledge that the movement from established well-known ground to explore new teaching strategies is a tough challenge to teachers.
Active involvement in class discussions and incorporating technology are techniques that could be used when trying to engage student’s interests. Interactive based learning provides an opportunity to become actively involved in the discussion instead of just listening to an instructor throw huge amounts of information their way. Using technology is a way for students to become active in their learning. Tools such as interactive white boards enable children to engage in classroom games, view websites, and review problems step by step. As technology is advancing students rely on teachers integrating technology into their lessons more frequently. In traditional lectures the teacher gives a large quantity of material, but if the student is not paying attention, does learning occur? By incorporating learner response devices where students can electronic...
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.