Changing mindsets: A traditional to a flipped classroom Elizabeth Wallace Middle Tennessee State University

The flipped Classroom The flipped Classroom model has been gaining a lot of attention in the world of education. Both teachers and students are drawn to this model, reporting that deeper Learning takes place within the classroom. Teachers have noted improvements in student attitudes, student behavior, and student performance (Herreid & Schiller, 2013).

But, what is a Flipped Classroom? From students’ perspective, classes are more engaging, making the Learning process exciting again (Muper, 2013) Students can move through material at their own pace, and the use of technology is appropriate for students in the 21st century. Teachers can gain better insight into students’ progress, easily customize classes to fit their students’ needs, and make valuable Classroom time more efficient.

What is a Flipped Classroom? Basically, the flipped Classroom model is composed of three parts:  pre-class work  in-class work under Teacher supervision  after-class application Students learn best by doing and exploring. Deeper Learning takes place when students come to class with some prior knowledge abut the topic, and are able to explore the topic more deeply and think critically about its real world usage. Using this model in the Classroom fosters a collaborative Learning community, and allows students to be a direct part of their own Learning.

How does it work? The most popular way of implementing this model is through video presentations. Teachers assign presentations as homework. Students come to class with a general idea of the concept at hand. Teachers facilitate and supervise classroom activities that practice the concept and target deeper mastery. Students apply what they have learned through various homework assignments.

Benefits Reduction of a large amount of Teacher talk. Students don’t have to listen to teachers drone on and on about a topic. Students are able to delve into a depth exploration of a topic under th expertise of the Teacher. Teachers do not have to slow down as much for simple questions Students can watch the video as many times as needed to catch up Videos are still available for students to review concepts as they progress through a Course.

Disadvantages Teachers do not always have time to create video presentations Technology is not always available at schools Even tough, it is important to understand that the flipped Classroom model is not about technology. It is about pedagogy (Schell, 2014) There are a variety of ways to implement this model without using strictly technology. You can assign articles about the topic instead of videos. Teachers should not rely on the videos as the only means of student engagement. Mixing activities is very important, and teachers must keep in mind the pedagogical objectives of what they are trying to accomplish.

Many Classroom methods also follow the basic components that constitute a flipped Classroom: Project- Based Learning Discovery Learning Task- Based Learning

Steps that need to be analyzed into planning a video Teachers must devise a strategy for implementing videos into their flipped classrooms. How often will videos be given as assignments? How best to use videos? Are they effective for teaching a particular objective? How long will videos be? Teachers should consider the range of students’ abilities. How will students be assessed after watching?

Assessment is a major part of the Flipped model  Research suggest that students respond better to videos and the subsequent assessment if the assessment is positive reinforcement rather than negative consequences.  Planning assessment carefully is crucial to maintaining student engagement and minimize the amount of time spent on teaching-overlap, or introducing a concept via video only to reteach the following day due to low student participation.  Students must feel that their time is well spent watching videos at home, and will quickly lose engagement if force to hear the information from the video a second time the next day.

Teach students how to watch and use the videos. Model a process a couple of times. Practice essential tasks in class: note taking strategies Consider teaching parents as well since many of them will be unfamiliar and possibly resistant to such method. Use the same framework as Classroom videos to create parent videos. It will help parents visualize what this new Classroom will look like, and what is required of students. Assessment is a major part of the Flipped model

The flipped model does not have to be implemented all at once. It could be one lesson, a few lessons, or all, depending on the needs of the class and the Teacher. What is important is the comfort of the Teacher attempting the flip. The Teacher gets the students to believe in the concept, and that enthusiasm will help students transition from a traditional to a flipped model. Students often come to class with a fixed mindset of how a Classroom should run, and they may resist a new structure at the beginning. However, if the Teacher is clear about what is expected of students and how this model will benefit them, students will be less anxious and more willing to try.

Flipping a classroom is more than technology and videos. It is a way to drive student Learning, and a path to increasing student engagement. IT gives students the chance to be a in charge of their own Learning, solidifying their mastery of a subject under the guiding hand of the Teacher. Teachers who plan, consider their Classroom objectives and the needs of their students, and commit to flipping even a small part of their classroom will see gains in student mastery and achievement.