What is Flipped Learning Strategy
Flipped learning is an instructional strategy where traditional classroom activities are reversed or "flipped." In a typical classroom, students attend lectures during class time and work on assignments or homework outside of class.
In flipped learning, students watch pre-recorded lectures or read instructional material before class and then use class time for activities like discussions, problem-solving, and collaborative work.
Goals
The goal of flipped learning is to give students more control over their learning experience, and to create a more engaging and interactive classroom environment. It allows students to learn at their own pace, review material as needed, and receive more personalized attention and feedback from the teacher during class time.
How to Implement
In order to implement flipped learning, teachers may create video lectures or other pre-recorded materials that students can access online. They may also use online discussion forums or other interactive tools to engage students outside of class. During class time, teachers may facilitate group activities, discussions, or project-based learning exercises to help students apply what they have learned and work collaboratively with their peers.
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Pre-Class: Before class begins, the teacher records a 20-minute lecture video covering the topic of "Photosynthesis" and posts it to a class website.
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Homework: The students watch the video lecture and take notes at home for homework.
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In-Class: During the next class period, the teacher assigns students to work in small groups of 3-4 to apply the concepts from the video in a hands-on lab activity. The teacher provides guidance and support as needed and facilitates discussions between the groups.
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Assessment: The teacher uses formative assessment strategies such as observation, questioning, and feedback to assess the students' understanding of the material.
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Follow-up: The teacher may assign additional homework or group projects that build on the concepts learned in the lab, or review any areas of difficulty that students may have encountered during the lab activity.
In above example, the teacher is the facilitator of the learning process, rather than the primary source of information. The teacher provides resources, guidance, and feedback to help students learn independently and collaboratively. By flipping the traditional classroom structure, students have more control over their learning experience and can work at their own pace, while the teacher is better able to assess individual student understanding and provide targeted support.
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Language Arts: The teacher assigns students to watch a video lecture about the elements of a short story, including plot, setting, character, and theme, as homework. During class time, the students work in groups to analyze a short story and identify these elements. The teacher facilitates group discussions and provides feedback on the students' analysis.
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Math: The teacher creates a series of instructional videos that cover different topics in algebra, such as solving equations and graphing functions. Students watch these videos as homework and complete practice problems. During class time, the teacher works with small groups of students to provide targeted support and feedback on their problem-solving skills.
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Science: The teacher assigns students to read a chapter from the textbook about photosynthesis and watch a video about the process. During class time, the students work in pairs to create a visual representation of the photosynthesis process, such as a diagram or flowchart. The teacher provides feedback on the students' visual representations and answers questions about the material.
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Social Studies: The teacher assigns students to read a primary source document about the American Revolution and watch a video about the causes and effects of the war. During class time, the students work in groups to analyze the document and discuss the significance of the American Revolution. The teacher facilitates group discussions and provides feedback on the students' analysis.
In each of above examples, the flipped learning strategy involves students engaging with instructional materials independently outside of class and then working collaboratively with their peers during class time to apply what they have learned. The teacher serves as a facilitator, providing guidance and feedback to help students deepen their understanding of the material.
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