Texto10.Flippedclassroom

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Flipping the ClassroomBy Cynthia J. Brame, CFT Assistant Director

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Flipping the classroom has become something of a buzzword in the last several years, driven in part by high profile

publications in The New York Times (Fitzpatrick, !"#$ The Chronicle of Higher E!cation(%errett, !"#$

and"cience(&azur, !!'#$ n essence, flipping the classroom means that students gain first e)posure to new

material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of

assimilating that knowledge, perhaps through problem*solving, discussion, or debates+

%looms -a)onomy (.evised#

n terms of %loom/s revised ta)onomy (!!"#, this means that students are doing the lower levels of cognitive work

(gaining knowledge and comprehension# outside of class, and focusing on the higher forms of cognitive work

(application, analysis, synthesis, and0or evaluation# in class, where they have the support of their peers and instructor+

-his model contrasts from the traditional model in which first e)posure occurs via lecture in class, with students

assimilating knowledge through homework$ thus the term flipped classroom+

1hat is it2| 3oes it work2|-heoretical basis|4ey 5lements| 1here can learn more2|.eferences

What is it?

Flipped Classroom

-he flipped classroomapproach has been used for years in some disciplines, notably within the humanities+ %arbara

1alvoord and Virginia 6ohnson 7nderson promoted the use of this approach in their bookEffecti#e $raing("''8#+

-hey propose a model in which students gain first%e&'os!re learningprior to class and focus on the'rocessingpart

of learning (synthesizing, analyzing, problem*solving, etc+# in class+

-o ensure that students do the preparation necessary for productive class time, 1alvoord and 7nderson propose an

assignment*based model in which students produce work (writing, problems, etc+# prior to class+ -he students receive

productive feedback through the processing activities that occur during class, reducing the need for the instructor to

provide e)tensive written feedback on the students/ work+ 1alvoord and 7nderson describe e)amples of how this

approach has been implemented in history, physics, and biology classes, suggesting its broad applicability+
http://cft.vanderbilt.edu/files/Flipping-the-classroom.pdfhttp://www.nytimes.com/2012/06/25/us/25iht-educside25.htmlhttp://www.nytimes.com/2012/06/25/us/25iht-educside25.htmlhttp://www.nytimes.com/2012/06/25/us/25iht-educside25.htmlhttp://www.nytimes.com/2012/06/25/us/25iht-educside25.htmlhttp://www.nytimes.com/2012/06/25/us/25iht-educside25.htmlhttp://chronicle.com/article/How-Flipping-the-Classroom/130857/http://www.sciencemag.org/content/323/5910/50.fullhttp://www.sciencemag.org/content/323/5910/50.fullhttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#whathttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#whathttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#doeshttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#doeshttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#theoryhttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#keyhttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#keyhttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#keyhttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#wherehttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#wherehttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#refhttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#refhttp://www.nytimes.com/2012/06/25/us/25iht-educside25.htmlhttp://www.nytimes.com/2012/06/25/us/25iht-educside25.htmlhttp://chronicle.com/article/How-Flipping-the-Classroom/130857/http://www.sciencemag.org/content/323/5910/50.fullhttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#whathttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#doeshttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#theoryhttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#keyhttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#wherehttp://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#refhttp://cft.vanderbilt.edu/files/Flipping-the-classroom.pdf


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Inverted Classroom&aureen 9age, :lenn Platt, and &ichael -reglia described a similar approach as the inverted classroom, and

reported its application in an introductory economics course in !!!+ 9age, Platt, and -reglia initiated their

e)periment in response to the observation that the traditional lecture format is incompatible with some learning

styles+"-o make their course more compatible with their students/ varied learning styles, they designed an inverted

classroom in which they provided students with a variety of tools to gain first e)posure to material outside of class;

te)tbook readings, lecture videos, Powerpoint presentations with voice*over, and printable Powerpoint slides+

-o help ensure student preparation for class, students were e)pected to complete worksheets that were periodically

but randomly collected and graded+ *"@ minutes+

Does it work?


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&azur and colleagues have published results suggesting that the P method results in significant learning gains when

compared to traditional instruction (!!"#+ n "''8, .ichard Bake gathered data on !8C students in "C introductory

physics courses taught by traditional methods (defined by the instructor as relying primarily on passive student

lectures and algorithmic problem e)ams#, allowing him to define an average gain for students in such courses using

pre0post*test data+ Bake then compared these results to those seen with interactive engagement methods, defined as

heads*on (always# and hands*on (usually# activities which yield immediate feedback through discussion with peersand0or instructors (Bake p+ ?@# for CC@8 students in C8 courses+ Be found that students taught with interactive

engagement methods e)hibited learning gains almost two standard deviations higher than those observed in the

traditional courses (!+C8 D0* !+"C vs+ !+> D0* !+!C#+ 7ssessment of classes taught by the P method provides evidence

of even greater learning gains, with students in P courses e)hibiting learning gains ranging from !+C' to !+EC over

eight years of assessment at Barvard niversity (


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%y providing an opportunity for students to !setheir new factual knowledge while they have access to immediate

feedback from peers and the instructor, the flipped classroom helps students learn to correct misconceptions and

organize their new knowledge such that it is more accessible for future use+ Furthermore, the immediate feedback that

occurs in the flipped classroom also helps students recognize and think about their own growing understanding,

thereby supporting %ransford and colleagues/ third maGor conclusion;

7 Hmetacognitive/ approach to instruction can help students learn to take control of their own learning by defining

learning goals and monitoring their progress in achieving them (p+ "8#+

7lthough students/ thinking about their own learning is not an inherent part of the flipped classroom, the higher

cognitive functions associated with class activities, accompanied by the ongoing peer0instructor interaction that

typically accompanies them, can readily lead to the metacognition associated with deep learning+

What are the key elements of the flipped classroom?

! Provide an opportunity for students to gain first e"posure prior toclass!

-he mechanism used for first e)posure can vary, from simple te)tbook readings to lecture videos to podcasts or

screencasts+ For e)ample, :rand Valley Itate niversity math professor .obert -albert provides screencasts on class

topics onhis Jou-ube channel, while Vanderbilt computer science professor 3oug Fisher provides his students video

lectures prior to class (see e)ampleshereandhere+-hese videos can be created by the instructor or found online from

Jou-ube, the 4han 7cademy, &-/s Kpen


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%! Provide in&class activities that focus on higher level cognitive

activities!

f the students gained basic knowledge outside of class, then they need to spend class time to promote deeper

learning+ 7gain, the activity will depend on the learning goals of the class and the culture of the discipline+ For

e)ample, 9age, Platt, and -reglia described e)periments students did in class to illustrate economic principles (!!!#,

while &azur and colleagues focused on student discussion of conceptual clicker =uestions and =uantitative

problems focused on physical principles (!!"#+ n other conte)ts, students may spend time in class engaged in

debates, data analysis, or synthesis activities+ -he key is that students are using class time to deepen their

understanding and increase their skills at using their new knowledge+

Where can I learn more?>;

8?*8?C+

Fitzpatrick & (!"#+ "; >!*C>+

&azur 5 (!!'#+ Farewell, 9ecture2 "cience>>; @!*@"+

Movak :, Patterson 5-, :avrin 73, and *""'+

1alvoord %5, and 7nderson V6 ("''8#+Effecti#e graing* A tool for learning an assessment+ Ian Francisco;

6ossey*%ass+

Footnote:
http://www.cirtl.net/node/7788http://www.cirtl.net/node/7788http://derekbruff.org/?p=901http://flippedclassroom.org/http://flippedclassroom.org/http://flippedclassroom.org/http://www.cirtl.net/node/7788http://derekbruff.org/?p=901http://flippedclassroom.org/


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"7lthough there is widespread belief that matching students/ preferred learning styles to instructional formats

promotes learning, a !!8 review by Pashler and colleagues finds no evidence that this strategy promotes learning+

(hoto Creit*Night /wl City#iaCom'fightcc
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