The flipped classroom inverts traditional teaching methods into delivering theoretical content online, outside of the classroom, which moves the concept of problem solving back into the classroom. The assignment of the 2 bottom layers of Bloom’s revised taxonomy (remembering and understanding) are reversed and now become homework activities rather than classroom activities. Teachers assign lecture podcasts to students which they watch at home and at their own pace. Remembering and partially understanding is now part of a homework that precedes the classroom discussion. Students will return to class fully engaged with better understanding, and, applying and analyzing of the concept takes place in the classroom with the support of the teacher. The role of the teacher changes from ‘Sage on the Stage’, in the traditional classroom, to ‘Guide on the Side’, in the flipped classroom.
The flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the re-purposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. During class sessions, my function would be to facilitate as a coach or advisor, encouraging students in both individual participation and collaboration with other students. However, the flipped classroom is an easy model to get wrong. Although the idea is straightforward, an effective flip requires careful preparation. Recording lectures requires effort and time on my part as a teacher. Further, out-of-class and in-class elements must be carefully integrated for students to understand the model and be motivated to prepare for class. As a result, introducing a flip can mean additional work on my part as an instructor to acquire new skills, although this learning curve could be mitigated by entering the model slowly. At the same time, collaborative projects can encourage social interaction amongst students, making it easier for them to learn from one another, and for those of varying skill levels to support their peers.
My ‘aha’ moment when I read this quote is that in a traditional lecture setting, students are often trying to capture what is being said at the instant the instructor says it. They cannot stop to reflect upon what is being said, and they may miss significant points because they are trying to transcribe the instructor’s words. By contrast, the use of video and podcasts puts teachers under the control of their students. One of the major, evidenced-based advantages of the use of video or podcast is that students learn at varying speeds, and if they have control over the media and are provided opportunities for review, they will take ownership of their learning. One key insight that I now know is that in a flipped classroom setting, it would allow the potential for students to have more time for collaborating with other students. This can be a great way for them to build on and demonstrate their teamwork abilities.
The flipped classroom will constitute a role change for me as a future instructor in metal fabrication, as I would give up my front-of-the-class position in favor of a more collaborative and cooperative contribution to my teaching process. By flipping my class, I will be able to spend more time supporting students with practical hands-on experiences in learning, rather than on lectures, and would be able to focus on clarifying content and monitoring their progress. I would spend fewer hours on tutoring and re-explaining to students who didn’t understand the theoretical content.
There will also be a change in the role of my students, as many of whom are used to being cast as passive participants in the education process, where instruction is ‘served’ to them. The flipped model will put more of the responsibility for learning on the shoulders of my self-directed students, and they will be more engaged by having a greater impetus to experiment. I can tailor the activities to be student-led, and communication amongst them can become the determining dynamic of a session devoted to learning. Because this approach represents a comprehensive change in the class dynamic, I may choose to implement only a few elements of the flipped model or to flip only a few selected class sessions during a term.
EDUCAUSE, (2012). Flipped Classrooms. Educause 7 things you should know about. Retrieved from https://net.educause.edu/ir/library/pdf/eli7081.pdf
Gerstein, J. (n.d.). The flipped classroom model: A full picture. User generated education. Retrieved from https://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/
Rutkowski, J., Moscinska, K. (n.d.). Self-directed learning and flip teaching. Electric circuit theory case study. Retrieved from http://platforma.polsl.pl/rau3/pluginfile.php/23123/mod_resource/content/1/93%20revised.pdf