The main difference is the emphasis on application of knowledge in the classroom. The role of the teacher moves from just delivering information to working with the students for better understanding and mastery.
Charles,
The activities that you do in class should be based on the content that they reviewed on-line. The activities may not be able to be completed if they haven't reviewed the content. Don't simply review what they should have watched on-line. Otherwise they won't see a need to watch it. Take your lectures beyond what they have already watched.
Dr. Moody Crews
Jeffery,
Student responsibility for their learning is important as long as we remember that their learning must be a joint effort between the student and the instructor.
Dr. Moody Crews
That it could engage the students more by putting more responsibility on the student to take ownership of their education. Plus it can use the technology that they are use to help them along the way. This would make the F2F time more productive as we could go through the questions they would have as everyone could see something different and get those items cleared up to progress at a faster rate.
Mark,
I'm willing to bet that because of your "I will help you" approach to learning, your students probably love your classes and I bet some learn with you that don't learn from others. Good Job!
Dr. Moody Crews
Lucille,
The fact that the student has some control over their learning will actually encourage the responsibility component.
Dr. Moody Crews
Cynthia,
Great testimony for the flipped classroom. Making learning fun is the key. If the student is having fun and learning, everyone wins.
Dr. Moody Crews
EDWARD,
Very true. Student engagement should be a goal for the instructor. If they are engaged, they are learning.
Dr. Moody Crews
Richard,
Absolutely. Is trying this in your class an option?
Dr. Moody Crews
Neil,
I agree. Some students do have difficulty retaining lecture content and if this is all we rely one, we're not really helping all students learn at the level they should be learning.
Dr. Moody Crews
Katie,
Very true. The flipped classroom allows the instructor more opportunity to share experiences because the basics are already set so the discussion should be much richer.
Dr. Moody Crews
Austin,
Excellent points. It sounds like you've been using this very effectively. Isn't it nice when students come to class ready to discuss. The learning goes so much deeper than by using nothing but the traditional lecture format.
Dr. Moody Crews
The important difference of the flipped classroom actually includes a *defintion* of the teacher that I have always thought of myself as: a facilitator.
In my English classes, I remind the students that in spite of their professed *lack of skilll(s)* in writing, they do write everyday. My job is to show them how to polish it up for the professional world; a "I will help you" approach, as opposed to a lecture/assessment-oriented approach.
Mark Wallace
The main differences between traditional and flipped classrooms have to do with the responsibility and motivation of the students. In a traditional classroom the teacher is the one "to blame" for the successful delivery of information. Some students can follow along with no problem, but others can get lost or simply find the lecture boring (especially if the teacher is going too fast or uses vocabulary that is very advanced). In a flipped classroom, the course material is presented in a way that can be controlled by each student. They can replay, fast-forward, pause & take notes, look up definitions of words if need be, etc. The students are ultimately responsible for absorbing the course material and coming to class prepared. They only have themselves to blame if they are not ready for class.
I have used the flipped classroom style in my classroom and this is what I've found.
The students would watch a prerecorded lecture and have an assignment to create 3 questions from the lecture that they will bring to class.
Once in class they now worked in small groups in hands on activities and labs that I had set up to reinforce the lecture. They would also work in these small groups to answer the questions that the other students had. At the end of the day they would share their findings. I worked the room more as a side coach instead of a lecturer and they became the teachers for one and other. The class was exciting and busy. No one was on their cell phones or doing other work because they were engaged and having fun and really didn't even know they were learning.
The main difference I've found is when I'm teaching in the traditional pedagogy style the student already has a predetermine idea about what time of student they are. If they were always a poor student in high school they would have that image and follow suit. With the flipped classroom that standard is good so they are opened to the creative process of learning.
The main difference is student involvement and engagment. When students are encouraged to participate together for learning they are more actively involved in the learning process. The traditional format does not encourage group participation and group interaction.
This is the one thing that has me a little on edge as I start teaching my first class in a flipped manner. I have been trying to come up with ways to encourage the students to actually go through the online component before we discuss it in class and without ever teaching a class in this way before I am still having issues figuring out how that part is going to work. I like the way it is laid out with the student being responsible for the initial learning (or being introduced to)the material. I think it will enhance the overall learning. Any suggestions on how to get students to understand the importance of doing the online lectures before class and not using them as a review just before the test?
We already have a form of flipped classes where I teach, depending on the course. I would like to try it in the class that I instruct because the lecture would be at the students pace and the hands-on - which they are always more interested in - would have more time. I could do much more "guide from the side" this way.
The main differences are the responsibility the flipped class room places on the student to view the lecture content allowing more time for the instructor to teach, coach and mentor in the class room. Additionally the flipped class room provides "unlimited time" for students that may have difficulty retaining lecture material to digest and review to the point of understanding.
I believe the main difference between traditional pedagogy and the flipped classroom to be how in-class time is utilized. In traditional pedagogy students may have limited to no preparation going into a lecture whereas in a flipped classroom they really need to engage with the material prior to attending to benefit most. Engaging the students with more active participation from all during the in-class time I believe lends to further discussion and discovery of differing approaches or experiences that students may otherwise not be exposed to. Faculty members often have tremendous insight and experience to share with students, but that is still just one perspective. When students are able to engage more readily in the conversation because they have already completed the information gathering activity outside of in-class time it may help some connect better to the material and subject than relying on being fed information in a more traditional sense from one perspective.
