Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY

San Isidro, Calape, Bohol
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Name: Roselene S. Barbante Date: May 25, 2020

Course: BSEd- English 2

Topic: Flipped Classroom

Flipped Classroom (also known as “inverting” a classroom)
-is a “pedagogy-first” approach to teaching in which course materials are introduced
outside of class, and in-class time is re-purposed for inquiry, application, and
assessment in order to better meet the needs of individual learners.
 Course materials might include readings, pre-recorded video lectures (using
technology) or research assignments.
 In class activities might involve helping students work through course material
individually and in-groups, among other active learning strategies for students to
gain practice applying knowledge gained prior to class.
The Four Pillars of Flipped Classroom
1. Flexible Environment
In flipped classroom, teachers need to create flexible learning environment by
providing opportunities for students to choose when and where they want to
learn.
2. Learning Culture
In flipped model, class time is shifting to discuss more in-depth about each topic.
Moreover, flipped classroom changes the traditional learning culture into learner-
centered class. As a result, students are actively involved in knowledge
construction.
3. Intentional Content
Flipped learning requires intentional content. Means, in flipped model, the
teachers determine what they need to teach and what materials students should
handle on their own. Here, teachers us intentional content to maximize class time
in order to adopt learner-centered, activity-oriented class.
4. Professional Educator
The role of a professional educator is even more important in a flipped classroom
than in traditional one. The flipped model needs instructors who can observe,
provide timely feedback, continuously assess work, and help students master
content. This is something only professional educators can do.
Fitting with the revised Bloom’s Taxonomy
In traditional learning, lower level of learning such as remembering and understanding is
happening in class, while students are usually left to work on activities that involve
higher level of learning outside of classroom.
However, in the flipped classroom
model, learning is flipped. As you can
see from the pyramid, students can
finish the lower level of cognitive work
before class. And when they come to
class, they can engage in higher
cognitive levels of learning with peers
and teacher present.

Jonathan Bergmann and Aaron Sams- first brought up the concept of flipped
classroom, who were both high school chemistry teachers. In their book: Flip your
classroom: Reach every student in every class every day (2012), they discussed a
couple of reasons why teachers should consider flipping (p.20-33):
 Flipping speaks the language of  Flipping allows for real
today’s students. differentiation.
 Flipping helps busy students.  Flipping changes classroom
 Flipping helps struggling students. management.
 Flipping helps students of all  Flipping changes the way we talk to
abilities to excel. parents.
 Flipping allows students to pause  Flipping educate parents.
and rewind their teacher.  Flipping makes your class
 Flipping increases student-teacher transparent.
interaction.  Flipping is a great technique for
 Flipping allows teachers to know absent teachers.
their students better.  Flipping can lead to the flipped
 Flipping increases student-student mastery program.
interaction.

How to implement a flipped classroom?

Jeff Dunn (2014) has wrote a short piece on “The 6-step guide to flipping your
classroom”, which presented 6 easy steps for implementing flipped classroom.
 Plan. Figure out which lesson in particular you want to flip. Outline the key learning
outcomes and a lesson plan.
 Record. Instead of teaching this lesson in-person, make a video. A screencast
works. Make sure it contains all the key elements you’d mention in the classroom.
 Share. Send the video to your students. Make it engaging and clear. Explain that the
video’s content will be fully discussed in class.
 Change. Now that your students have viewed your lesson, they’re prepared to
actually go more in-depth than ever before.
 Group. An effective way to discuss the topic is to separate into groups where
students are given a task to perform. Write a poem, a play, make a video, etc.
 Regroup. Get the class back together to share the individual group’s work with
everyone. Ask questions, dive deeper than ever before.
 After the six steps, Review, Revise, and Repeat!
Blended Learning vs Flipped Classrooms
Blended Learning
 is a combination of online learning, and face-to-face learning (often referred to as
“traditional learning”).
 The online learning includes components like video, games, podcasts, online
reading material, and online assignments.
 These can be accessed from home (or anywhere you have access to the
Internet), and are usually delivered through a learning management system
(LMS).
 Online learning does not replace traditional learning, instead the two methods of
learning are used complementary together, to create a full and inclusive learning
experience.
Flipped Classroom learning
 is when you reverse the delivery method in traditional learning.
 Traditional delivery of learning is reading, watching, and absorbing learning
material in class, and being tasked with work to complete at home.
 In a flipped learning classroom, teachers, administrators and instructors prepare
audio or video lectures for learners to watch at home, on their own time.
 The time in class is spent on working through the concepts being delivered, with
the guidance of an instructor.
 Complementary to all of this is an online platform where learners and instructors
can discuss with one another.

Types of Flipped Learning Classrooms

Blended Learning Models
1. Rotation Model
It is the most widely used format in blended learning. In fact, flipped learning can itself
be treated as a subset of this category. The students are exposed to rotation of lectures
for a subject between face-to-face classroom instruction and online instruction. The
face-to-face interaction may include full class or small-group instruction, group projects
or individual discussion.
2. Flex Model
The Flex model comprises the making of every class a mixture of online instruction and
classroom interaction. This is different from the rotation model as every class is
converted into online instruction and classroom time. In the rotation model, there are
only 1 or 2 courses that are divided in this manner. The school implementing a flex
model resembles office areas as students are provided cubicles for online instruction.
Classrooms of different sizes are used for small-group lessons, group activities, doubt
clearing, individual counseling, or just tutoring.
3. Enriched Virtual Model
In this model, there is a clear division of work for school and home. Unlike the flex
model, students don't attend school every day. An example is the Rio Rancho Cyber
Academy in New Mexico where students in Grade Six to Grade Eight come on say
Monday, Wednesday, and Friday. Different days are assigned to different classes. The
rest of the days are devoted to online instruction, developed by Edgenuity, to be studied
at home.
4. Flipped Classroom Models
Flipped classrooms can be divided into the following subtypes depending on the
variation in the distribution of study material, use of classroom time, or type of students -
a) Standard Inverted Classroom
It's the classic flipped classroom. The learners are asked to go through the lecture
videos and other study material that are prerequisites for the next class. Usually, all the
aspects of a topic are converted into video lectures. The class time is reserved for
practicing the concepts studied at home and to improve the students’ understanding in
various ways like a one-to-one interaction with the teacher.
b.) Micro Flipped Classroom
In this type of classroom, short video lectures are distributed as study material along
with short assignments. The rest of the lecture and assignments are conducted during
the classroom time.
c.) Discussion-Oriented Flipped Classroom
Homework is assigned in the form of video lectures and external video resources.
Discussions happen in the classroom time where topics are explored further. Having
studied the basics, students can add value to discussion.
d.) Demonstration-Based Flipped Classroom
Subjects like Maths, Chemistry, Physics, etc. require careful instructions to deliver
content. For example, precision is key in a subject like geometry. In demonstration-
based classrooms, screen recording tools are used to create instructional videos
assigned as homework. Instead of doing this in the classroom, students can go back
and forth in the video to understand concepts fully and come back to the classroom for
doubt removal.
 e.) Faux-Flipped Classroom
This is a specific model targeting young learners. The aim is to replace the homework
with instructional lecture-videos and other resources. When students come back to the
classroom, one-to-one guidance and support are provided by the teacher.
f.) Group-Based Flipped Classroom
The group-based model focuses on group learning. After the students have studied the
material provided, they work together on assignments during the classroom time. The
students learn by explaining concepts to each other, which improves retention.
g.) Virtual Flipped Classroom
Classroom time for tutoring is completely eliminated in this model. Educators, like
university professors, share all the resources and allocate time for individual sessions
during office hours. Assignments are collected online through learning management
systems.
h.) Role-Reversal 2.0 (Flipping The Teacher)
We know that flipped classrooms usually have students as the centre point of learning
as opposed to having the educator as the focal point of information dissemination.
The role-reversal concept is to flip the teacher. Here, students are also asked to create
videos demonstrating their understanding. Students can film their group activities or can
film themselves. The teacher can assess their progress in the subject through these
videos. An advantage of this format is that these videos build a repository of references
that can be used in future classes.

Tools You Can Use To Create A Flipped Classroom

The principal study material in flipped classrooms comprises of video lectures,
slideshows, audio lectures, screencast content, and engaging animation. Here are a few
tools you can use to create this content.
Tools For Screencasting
Educators use screencasting software to do a recording of their computer screen that
can be used to create a lecture video. Teachers can also record their tablet screen as
they write on it. The software records audio of the instructor and in some cases video
too (using a webcam). Some of the popular software for screencasting are:
 Camtasia (PC and Mac) - Using Camtasia, you can add music effects, video
effects, notes, annotations, and more to the recorded video.
 Screencast-o-Matic (PC and Mac) - Screencast-o-Matic allows you to easily edit
your recorded videos and share them on various platforms.
 Snagit (PC and Mac) - With Snagit, you can capture high-quality screenshots and
videos in one program. Other useful features include built-in editing and text
grabber.
  Screencastify (Google Chrome extension) - Screencastify creates screen
recordings using the browser extension. There is an option to add microphone
recordings as well. All the videos are saved in Google Drive.
Tools For Videos
While some teachers prefer screencasting, others like to simply use a video camera (or
a smartphone) to record instructional videos. A number of professional tools are present
to edit videos and make them interactive. We list down some easy-to-use video
creation/editing tools:
 EdPuzzle (Android, iOS, Chrome, Youtube extension) - EdPuzzle is an amazing
tool to make any video interactive using audio and questions. You can track if
your videos are being watched by students and how much time is spent on a
section to get an idea of how well they have understood the concept. You can
use even existing videos or upload your own.
 Playposit (PC and MAC) - Using Playposit, you can enrich videos with a variety
of interactions. These options are live feedback for learners, tracking of response
on content, and adding questions/discussions/multiple choice/poll survey/open
response/third-party rich content. There is LMS integration available with the
software.
 Tes Teach (iOS and Google Chrome) - With Tes Teach, you can create
interactive lessons, projects, presentations, quizzes, and discussions. It includes
support for Youtube links, PDFs, Dropbox, and Google Drive.
 Classflow (PC and Mac) - Classflow can be used to make presentations for
interactive displays like Smart, Epson, and others. You can add interactive
quizzes, polls, and activities; send digital badges for recognition; collaborate with
students; and insert ready-made activities, videos, and other resources from a
dedicated marketplace.
Some Miscellaneous Tools
These are some miscellaneous tools you might find useful.
 Audio/Video narration in your Powerpoint Presentation- you can add
audio/video narration to your slides. Also, Microsoft Powerpoint displays the slide
timings or the time spent on each slide so that you can analyze better.
Powerpoint also records the use of highlighter, eraser, or pen.
 Sheppard Software - Use this website to redirect your students to a world of
educational games. Your students will really benefit from these. The content is
for Grade 1-8 although there is a Precalculus and an Advanced Algebra section
too for higher classes.
 Wonderopolis - This is a great reservoir of interesting articles for almost all
academic subjects; a great place to refer to your students.
Flipped Classroom Advantages
1. Allow for self-paced learning
 2. Dive deeper into subject
3. Be better prepared
4. Reuse Lectures
5. Create transparency for parents
Flipped Classroom Disadvantages
1. Technology issues
2. Change takes time
3. Lack of motivation
4. Not for every student
Best Practices for Flipped Classrooms
 The meat of any course is the learning material, so make sure the recorded
lectures are clear, engaging, and to the point. Keeping lectures between 5-10
minutes is best - even if learners are required to watch 3 lecture videos, having
them broken up into smaller time increments makes them more engaging, and
easier to absorb.
 Supplement learning with online activities. There will likely be a gap of time
between when learners watch lectures, and when they attend class. Give them
the chance to test their knowledge prior to coming to class, through an online
game, or other learning activity that they can complete immediately after
watching the lecture.
References:
omerad.msu.edu
https://elearningindustry.com/flipped-learning-classrooms-tools-build-types
https://www.easy-lms.com/knowledge-center/about-flipped-classroom/flipped-classroom-advantages-and-disadvantages/item10610
https://www-lambdasolutions-net.cdn.ampproject.org
https://www.washington.edu/teaching/topics/engaging-students-in-learning/flipping-the-classroom/