Flipping the Classroom


In our world, new technologies are gaining power, and it seems obvious that we need to look for useful tools where we can find them. But in the traditional classroom we see that teachers spend most of the class time lecturing. How this method could work for all learners? The system of public education craves routine and exhibits purely inert ideas that have been in discussion in a succeeding generation. For this reason, it is socially important to put some new cards on the table.

Some American teachers hold that "flipped learning" is a pedagogical model that permits the student to being able to apply more information and do collaborative learning in the classroom. This might open an interesting discussion about several factors on the "what works" question. Specifically, it will face typical problems like, for instance, time, opportunity to learn, and "structure" as the main instructional conditions.

In a flipped class, typical lecture and homework elements of a course are reversed. This teaching method refers to the use of teacher-created videos on a media device which permit the students to watch the lesson online outside the class, freeing the students to have more time on application when they come into class. Since home work and teaching are flipped, this is a real shift in efficiency in the classroom. Students take notes at home before class and prepare to participate in class activities. In other words, students come to school more prepared to apply what they have learned. In addition, the teacher is allowed more time to individuated attention in classroom. This means that the teacher can focus on an individual's progress through a domain. And we know how this is very important on student achievement. At the same time, this instructional method also opens more opportunities for cooperation among the students. In the flipped class, the students are assimilating new information and solving new problems. A point that must be emphasized is that they are engaged with peers in collaborative efforts. Consequently, this is a "direct method" with a stress on the interpersonal element of the learning process. When students watch the lecture videos outside of class (or in class), only 10% of class time is allocated to watching and going through the instructional material, while 90% of the class time is spent on application of content, to promote effective learning .

As we have seen, the flipped class is an alternative method of instruction that permits to exchange homework with in-class projects and class lectures with home-viewed videos; essentially reversing the traditional class structure. The key promise behind is that all students could be engaged and challenged. Now class time is used to deepen that home-acquired knowledge using other strategies, as project based learning, collaborative tasks, etc. To be sure, flipped classroom could lead to a more centered-student class learning environment. We all know how is difficult to see in our schools classrooms where the students are invited to participate constructively. In this context, the deployment of technology by means of some LMS (Learning Management System) may go hand in hand with collaborative learning and individualized education. The idea of ​​a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. Educators hold that flipped classes are spaces based in the repurposing class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and actively interact with one another in hands-on activities.

The contribution of this method is in helping keep lights on project-based and student-based learning strategies. Furthermore, as a result of the way we are flipping classes, perhaps we could be a little closer to enhance the conditions of schooling.


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