The Flipped Classroom model can be applied to an entire course or just one lesson, in fact, the recommended starting point is to start with just one lesson!
On this page, you can identify the basic structure of the flipped classroom and understand the differences between flipped and traditional classrooms, what makes a lesson flipped, which can be applied to an entire course, and how to look at the levels of Bloom's Taxonomy in terms of which skills can be applied at home (out-of-class) and which skills can be applied in the classroom (in-class).
Teacher creates lesson material to be done at home therefore:
Students come to class prepared with:
Classroom time becomes more productive:
In terms of Bloom’s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which “first exposure” occurs via lecture in class, with students assimilating knowledge through homework; thus the term “flipped classroom.”
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
Learning is mainly associated with the classroom. The content and the delivery are considered to be the most important and students master knowledge through drill and practice.