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The Flipped Classroom: What is flipped?
Learning about the Flipped Classroom technique will help professors to create an active learning environment for their students. In the LibGuide you will find plenty of resources to guide you along.
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).
You will be able to provide students with accessible course content like readings, lectures, and other supplemental materials anywhere, anytime.
You will use assessment methods to gather feedback to inform your teaching or to evaluate student learning.
You will construct your face-to-face class activities to require students to achieve a level of Bloom's taxonomy as relevant to your learning goals.
Teacher creates lesson material to be done at home therefore:
Students get exposure to content prior to class in preparation for the following in-class session.
Students come to class prepared with:
An ability to focus on in-class activities due to prior knowledge.
Primed understanding of concepts allowing a faster development of a deeper understanding.
Classroom time becomes more productive:
Students and teacher identify topics or concepts of issue, thus requiring further instruction.
Students receive support in-class directly from the teacher.
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/.