Flipping the Classroom (week one)
The Chronicle of Higher Education’s article “How Flipping the Classroom Can Improve the Traditional Lecture” discusses the instructional and technology trends that have resulted in the popularity of “flipped classrooms”. Technology advances make it possible to distribute lectures and instructional materials. Students can access at their own pace, on their own time, and multiple times if needed. Economic pressure and tight budgets have resulted in fewer small (or relatively small) class sizes. A flipped lecture format, Berrett states, allows the professor to spend class time more effectively with a large group of students. The teacher can spend time in the session monitor students work on a project or have an in depth discussion based on the lecture that was already viewed. There are also drawbacks, however; it requires extra work and time on the professor’s part, as well as commitment, and some students may not prepare for class by watching lecture.
In my opinion, the greatest benefits of a flipped classroom are:
(1) more class time spent with greater student engagement
(2) higher-order thinking in the classroom
(3) instructional time for the teacher to correct misconceptions, answer questions, and assist with homework
In many cases, flipping the classroom relates to social constructivist theory, because the majority of instructional time is spent with students interacting with and learning from one another.
Berrett, D. (2012, February 19). How flipping the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved from http://moodle.technion.ac.il/file.php/1298/Announce/How_Flipping_the_Classroom_Can_Improve_the_Traditional_Lecture.pdf