In “flipped classes” students use technology at home to watch online video lectures, demonstrations, and explanations of assignments. Class time is spent doing what is traditionally called “homework." The teacher in a flipped classroom is a learning facilitator, able to work one-to-one with students, clarify assignments, and offer help as needed. Classmates can work together on in-class assignments, engage in discussions, or collaborate on projects.
A major benefit is that teachers spend more time working directly with students instead of lecturing to them. The downside is the need for access to technology and the student’s own motivation to watch the videos.
Flipping, a You Tube podcast (Retrieved from ChannelTechSmith, December 2, 2010) introduces Jon Bergmann and Aaron Sams, who pioneered flipped teaching at the high school level and went on to spread the word about its value.
Also see Bergmann’s blog/website Flipped Learning: Turning Learning on Its Head, at http://flipped-learning.com/.
7 Things You Should Know About Flipped Classrooms (EDUCAUSE Learning Initiative, February 2012).
These 7 points provide a quick introduction to flipped teaching, including benefits, drawbacks, and implications for teaching and learning.
The Flipped Classroom Infographic, Jeremy F. Strayer, Ohio State University (Retrieved from KNEWTON).
Using visuals and graphics, this concise piece presents the concept, some examples, and the results in one case study at the high school level.
“Flipped Classroom: The Full Picture for Higher Education,” Jackie Gerstein, Ed.D. Blog entry posted May 15, 2012.
An in depth discussion of flipped classrooms with quotes and links from key developers. Provides basic concepts and learning theories supporting this approach, a model of the experiential flipped classroom, activities, tools and resources, and links to examples.
“Three Trends That Define the Future of Teaching and Learning,” Tina Barseghian (MindShift: How we will learn, station KQED).
Concise article describing three key trends that are changing today’s classrooms. Classes are 1) Collaborative, 2) Tech-Powered, 3) Blended. The flipped classroom combines all these features.
“Reverse Instruction Tools and Techniques, Part I,” K. Walsh (EmergingEdTech, February 5, 2012).
An introductory article to a series on tools and methods for flipped teaching. Part I is an annotated list with links to free tools for creating online versions of what you already have for the traditional classroom: Slideshare, Google Docs, Wikis, Course Management Systems and Learning Management Systems.
Part II, February 12, 2012, is on Screencasting tools for the flipped classroom, which let you record screen activity and voice-over on your computer and then prepare this for Internet access.
Part III, February 19, 2012, about using free existing web based educational materials, provides numerous links to useful teaching resources on the web.
TED Ed: Lessons Worth Sharing.
Take the three-minute video “TED-Ed Tour” to understand the potential of the hundreds of engaging videos for teaching on this site, including ways to customize those on the site or design “flipped classes” using any video from YouTube. The site offers a wide range of videos in which educators and animators collaborate, plus explanations and directions for “flipping” classes.
“Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment,” Maureen J. Lage, Glenn J. Platt, and Michael Treglia (Journal of Economic Education, Winter 2000).
Describes two sections of Microeconomics taught at Miami University using the inverted classroom; analyzes the results. Various technologies provided new opportunities for students to learn outside the classroom, while class time was spent doing collaborative experiments and worksheets. Authors conclude that the inverted classroom provides options for diverse learning styles and suggest that students prefer this methodology.
“Reversing the Lecture/Homework Paradigm Using eTEACH Web-based Streaming Video Software,” Julie Foertsch, Gregory Moses, John Strikwerda, and Mike Litzkow (Journal of Engineering Education, July 2002).
Another description and analysis of flipped teaching in a large, lecture-based computer science course for engineering majors.
“Flipped Classroom’ Energizes Computational Fluid Dynamics Course,” Mark Dwortzan (Boston University College of Engineering News and Events).
This article reports on a flipped course in Computational Fluid Dynamics at BU. Students watch videos of lectures online outside of class and use class time for collaborative problem-solving that leads them to discover course concepts. Click “here” at the bottom of the page for the instructor, Lorena Barba’s blog, describing what influenced her to “flip” her classes. More links on the blog lead to useful information for those interested in flipped teaching.
“Using the Inverted Classroom to Teach Software Engineering,” Gerald C. Cannod, Janet E. Burge, Michael T. Helmick (Miami University 2007).
A report on the inverted classroom model and ways it can be used in the Software Engineering curriculum at Miami U., including the results of a pilot course.