Flip teaching
Flipped teaching is an educational approach that reconfigures the traditional learning model by shifting direct instruction outside the classroom, allowing students to engage with course materials—often through online lectures and videos—at their own pace. This method, popularized by chemistry teachers Jonathan Bergman and Aaron Sams, enables classroom time to be utilized for interactive problem-solving and personalized support from instructors. Key components of flipped teaching include flexible environments where students access diverse resources, a culture of active learning, intentional content that encourages independent exploration, and the involvement of skilled educators who facilitate student-centered learning.
In this model, students take greater responsibility for their learning, which can enhance engagement and understanding. However, the effectiveness of flipped teaching varies, depending on the implementation and the professional commitment of educators. While some educators view it as a complementary approach to project-based learning, others caution that it may not suit all learners, particularly those who require more structured guidance in their educational experience. Overall, flipped teaching represents a shift in how educational content is delivered, fostering a more interactive and personalized learning environment.
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Flip teaching
Flipped teaching is often associated with two rural Colorado chemistry teachers, Jonathan Bergman and Aaron Sams, who popularized a method for enhancing student learning by flipping the traditional lecture with enhanced online and video learning. This process allows students to access basic content and lectures via technology, through computers, tablets, smartphones, and other devices, outside of regular class time, thus reserving class time for questions and interactions with the instructor. Proponents of flipped teaching believe this process benefits students by allowing more personalized time with instructors to address specific issues; it also allows teachers to better understand the needs and learning styles of their students.
Overview
The flipped teaching model centers around four basic themes: flexible environments, a shift in the culture of learning, intentional content, and professional educators. Flexible environments require that students have the opportunity to access materials from multiple sources, in contrast to a traditional classroom where the focus is on the teacher’s lecture. The process may be difficult to implement, requiring a shift in the culture of teaching in which the teacher is the main source of information. Content is intentional and refers to the types of materials students are encouraged to explore on their own. Teachers in a flipped classroom often use Socratic methods and project-based learning to deliver intentional content. Finally, the success of flipped teaching is entirely dependent upon the knowledge, skills, and abilities of professional educators, who must be familiar with pedagogical approaches required for student-centered learning.
While no two models of flipped teaching are the same, the above elements must be included if the method is to be a success. In active learning, students are responsible for their own learning and for initiating opportunities to interact with one another and the classroom teacher. Research is limited on the effectiveness of flipped teaching; however, much research exists on the key elements of the model. In the flipped teaching model, classroom time is devoted to solving particular problems and/or answering questions germane to the materials students covered outside of the classroom. Teachers thus guide a more engaged class, ensuring that students are responsible for their own learning at a time, place, and pace convenient for them.
Education writer Bill Tucker reports that the flipped classroom is not new; the National Center for Academic Transformation advocated a redesign of classroom experiences, particularly in the STEM disciplines, beginning in the early twenty-first century. However, most professionals warn that course re-design is difficult and requires dedicated, engaged education professionals committed to ensuring that students learn irrespective of the mode of delivery. In addition, many teachers view flipped teaching as an ancillary approach to project-based learning, a method where students solve problems applicable to the real world using a thematically integrated curriculum of math, science, English/language arts, and social studies. In essence, flipped teaching is not a panacea, and is not suitable for learners who need significant assistance in synthesizing course material.
Bibliography
Ali, Ahmed. “Changing Instructional Landscapes: How Use of Social Media Technology Is Flipping Instructional Rooms and Roles.” Society for Information Technology & Teacher Education International Conference 1 (2013): 3000–04. Print.
Ash, K. “Educators Evaluate Flipped Classrooms.” Education Week 32.2 (2012): 6–9. Print.
Bergmann, Jonathan, and Aaron Sams. Flip Your Classroom: Reach Every Student in Every Class Every Day. Washington: Intl. Soc. for Technology in Educ., 2012. Print.
Fitzpatrick, Michael. “Classroom Lectures Go Digital.” International Herald Tribune 25 June 2012, n.p. Print.
Miller, Andew. “Five Best Practices for the Flipped Classroom.” Edutopia. George Lucas Educ. Foundation.24 Feb. 2012 Web. 22 July 2013.
Price, T., and J. Neale. “Flipping Our Classrooms: The Experiences of University of South Wales Staff.” EDULEARN13 Proceedings (2013): 5297–303. Print.
Strayer, Jeremy. “How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation. Learning EnvironmentsResearch 15.2 (2012): 171–93. Print.
Tucker, Bill. “The Flipped Classroom.” Education Next, Harvard College, winter 2012. Web. 20 Aug. 2013.