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วันพุธที่ 4 กุมภาพันธ์ พ.ศ. 2558
Flipped Classroom
What is a 'flipped classroom'?
The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. (Vanderbilt University, Center for Teaching).
The flipped classroom is informed by constructivist pedagogy and represents a a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation (See Bloom's Taxonomy of learning objectives).
As Sankey and Hunt (2013) assert, ' the important feature of flipped classrooms is not that they are new, or that they represent a move away from traditional lectures, or even that they use technologies. Rather, the issue is that flipped classroom approaches combine pedagogy and learning technologies in ways that extend to large numbers of student’s opportunities for deep learning through application and consolidation' (p.786).
In the flipped classroom, the roles and expectations of students and teachers change where:
- students take more responsibility for their own learning and study core content either individually or in groups before class and then apply knowledge and skills to a range of activities using higher order thinking,
- teaching 'one-to-many' focuses more on facilitation and moderation than lecturing, though lecturing is still important. Significant learning opportunities can be gained through facilitating active learning, engaging students, guiding learning, correcting misunderstandings and providing timely feedback using a variety of pedagogical strategies,
- there is a greater focus on concept exploration, meaning making and demonstration or application of knowledge in the face-to-face setting (see Diagram 1 below).
![Structure of flipped classroom](http://www.uq.edu.au/tediteach/flipped-classroom/img/structure-fc.jpg)
Diagram 1: Learning opportunities of the flipped classroom (adapted from Gerstein)
Educational technologies (see Diagram 2) are an important feature of the flipped classroom as they can be used to:
- capture key content for students to access at their own convenience and to suit their pace of learning (e.g. lecture material, readings, interactive multimedia),
- present learning materials in a variety of formats to suit different learner styles and multimodal learning (e.g. text, videos, audio, multimedia),
- provide opportunities for discourse and interaction in and out of class (e.g. polling tools, discussion tools, content creation tools),
- convey timely information, updates and reminders for students (e.g micro-blogging, announcement tools),
- provide immediate and anonymous feedback for teachers and students (e.g. quizzes, polls) to signal revision points,
- capture data about students to analyse their progress and identify ‘at risk’ students (e.g. analytics).
![What is flipped classroom](http://www.uq.edu.au/tediteach/flipped-classroom/img/fc-concept.jpg)
Diagram 2: Key elements of a flipped classroom (Strayer)
Source : http://www.uq.edu.au/tediteach/flipped-classroom/what-is-fc.html
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