The flipped classroom

Flipprd Learning is an innovative learning method. Technology based learning. Known as inverted classroom.

1. THE FLIPPED CLASSROOM Dr. Madhu Singh St. Xavier's College of Education, Patna

2. INTRODUCTION The flipped classroom, a teaching method that delivers lecture content to students at home through electronic mean s. U ses class time for practical application activities, may be useful for class room instruction.  

3. INTRODUCTION: Today the technological movement has changed the face of education. This technological movement has enabled the amplification and duplication of information at an extremely low-cost. Digital learning, online learning, and the development of software tools to facilitate student learning has given entirely new directions for education research.

4. INTRODUCTION Flipped classroom is an exciting new topic in educational research. The flipped classroom is known by various names including the inverted classroom, and more simply, the flip . The flipped classroom is known by various names including the inverted classroom, and more simply, the flip .

5. Origin The flip evolved out of a history of experimentation with the concept of hybrid or blended learning and problem based learning , using active learning techniques and new technologies to engage students . Origination stories differ, but most credit goes to Jonathan Bergmann and Aaron Sams , high school chemistry teachers from Colorado, who began using recorded lectures in 2006. (Arnold 2014)

6. WHAT IS FLIPPED LEARNING? Defined simplistically as "school work at home and home work at school, flipped learning is a pedagogical approach that allows teachers to implement a methodology, or various methodologies in their classrooms .

7. WHAT IS FLIPPED LEARNING? It is an instructional strategy and a type of blended learning that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom and moves activities, including those they may have traditionally been considered homework into the classroom.

8. WHAT IS FLIPPED LEARNING? Intentionally shifts instruction to a leaner-centred model Class time is dedicated to exploring topics in greater depth and creating meaningful learning opportunities. Educational technology such as online videos are employed to deliver content outside of the classroom.

9. CONTENT DELIVERY IN FLIPPED LEARNING C ontent delivery may take a variety of forms - often, video lessons prepared by the teacher or third parties are used as delivery mechanism, through online collaborative discussions, digital research, or text readings may be utilized as well .

10. COMPARISION Traditional method Teacher- centered model The teacher is the main source of information, the teacher is the “sage on the stage ” the sole content expert who provides information to students, generally via direct instruction lecture. Flipped method Student- centered approach, where in-class time is meant for exploring topics in greater depth and creating richer learning opportunities . They are actively involved in knowledge formation through opportunities to participate and evaluate their learning in a manner that is personally meaningful.

11. WHY USE THE FLIP? As curricular requirements grow, instructors are pressured to make more efficient use of class time . In the flipped classroom students can get the most out of class time by spending it on practical application, not on inactive lecture.

12. WHY USE THE FLIP? This transfer of what has traditionally been passive learning out of the classroom leaves class time to focus on the more engaging elements of teaching and learning . The class time can be utilized to interact and clarify material, more time to explore concepts deeply . The flip provides more time for active learning to happen in the classroom setting.

13. THE FLIPPED CLASSROOM AND BLOOM’S TAXONOMY The flipped classroom provides an opportunity to students to learn the contents before attending the class . The idea is to address students learning at the lower level of Bloom’s taxonomy so that students can remember and understand the contents by reading lecture notes or view the videos .

14. THE FLIPPED CLASSROOM AND BLOOM’S TAXONOMY As the student come to the class they involve in activity based learning individually or in groups. Thus giving them an opportunity to master their knowledge and skills by working on the higher levels of Bloom’s taxonomy by applying, analysing, evaluating and creating new knowledge and understanding as shown in figure in the next slide:

15. THE FLIPPED CLASSROOM AND BLOOM’S TAXONOMY

16. THE FOUR PILLARS OF F-L-I-P A cadre of experienced educators from the Flipped Learning Network, along with Pearson (2013), identified those four Pillars of F-L-I-P™, An acronym of Flexible Environment, Learning Culture, Intentional Content, and Professional Educator. ( Hamdam et al,).

17. F- flexible environment: Educators create flexible spaces to accommodate in which students choose when and where they learn. Educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning.

18. L- Learning Culture: Educators determine what they need to teach and what materials students should explore on their own. Educators use intentional contents to maximise classroom time in order to adopt methods of student- centered , active learning strategies, depending on grade level and subject matter.

19. I- Intentional Content In flipped learning the instruction shifts from teacher-centred to learner-centred approach. Students are actively involved in the knowledge construction as they participate and evaluate their learning in a manner that is personally meaningful.

20. P- Professional educator During class time educators continually observe their students, providing them with feedback relevant in the moment, and assessing their work.

21. CONCLUSION In this world of digital and online learning, flipped model can prove to be effective in implementing in the classroom by the educators. The flipped classroom constitutes a role change for instructors, who give up their front-of-the-class position in favour of a more collaborative and cooperative contribution to the teaching process. There is a change in the role of students. Many of whom are used to being cast as passive participants in the education process, where instruction is served to them.

22. CONCLUSION The flipped model puts more of the responsibility for learning on the shoulders of students. Activities can be student-led, and communication among students can become the determining dynamic of a session devoted to learning through hands-on work. What the flip does particularly well is to bring about a distinctive shift in priorities— from merely covering material to working toward mastery of it. However more qualitative and quantitative research needs to be done to identify how the potential of the model can be maximized.

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