View of a Flipped Classroom

Flipped Classroom

The flipped classroom is basically described as an instructive model in which a usual lecture and homework fundamentals of a course are inverted. Concise video lectures are watched by the fellow students at home before the session of their class starts, while in class- time they are encouraged to do exercises, projects or discussions. These video lectures are often seen as the key ingredients in the flipped learning approach. Such lectures are either created by the lecturer and posted online or selected from an online portal.

Whereas, a canned lecture could certainly be a podcast or some other audio format, the ease with which video can be accessed and viewed today has made it so omnipresent that the flipped model has come to be recognized with it.

The idea of a flipped classroom draws on such notions as lively learning, student engagement, amalgam course design, and course pod-casting. The worth of a flipped class is in the repurposing of class session into a plant where students can ask about lecture content, trial their skills in spreading data, and interconnect with each other in hands-on movements. During class gatherings, teachers work like trainers or advisors, inspiring students in specific inquiry and collective efforts.

How does it work?

There is no specific model for the flipped classroom—the term is broadly used to define almost any class structure that delivers canned lectures followed by in-class exercises. In one common model, students might view numerous lectures of 6 to 8 minutes each. Online quizzes or worksheet can be interspersed to test what students have learned. Immediate quiz response and the ability to repeat the lecture sections may help simplify points of confusion. Instructors might lead in-class discussions or turn the classroom into a studio where students create, collaborate, and put into practice what they learned from the lectures they view outside class.

As on-site specialists, educators suggest that numerous approaches, explain, content, and monitor growth. They have solution for those who face problems to understand the parts of video lecture. Since this method signifies a comprehensive modification in the class, some teachers have chosen to implement only a few rudiments of the flipped model or to flip only a few selected class sessions during a term.

Importance of Flipped Classroom

 

In a traditional lecture, students often try to capture what is being said at the point, the speaker says it. They cannot halt to reflect upon what is being said, and they may miss noteworthy points because they are trying to copy the lecturer words. However, the use of video and other canned media puts lectures under the control of the students: they can watch, reverse, and fast-forward according to their need. This facility may be of particular worth to students with accessibility concerns, especially where captions are provided for those with hearing injuries. Lectures that can be viewed more than once may also support those for whom English is not their first language. Devoting class time to application of concepts might give teachers a better opportunity to spot errors in thinking, predominantly those that are prevalent in a class. At the same time, collaborative projects can inspire social communication among students, making it easier for them to absorb and study from one another and for those of different skill levels to support their peers.

Disadvantages of Flipped Classroom

The flipped classroom is an easy model to get mistaken. Although the idea is candid, an effective flip needs careful groundwork. Recording lectures requires effort and time on the part of faculty, and out-of-class and in-class elements must be carefully integrated for students to understand the model and be motivated to prepare for class. As a result, introducing a flip can mean extra work and may require fresh skills for the instructor, however, this learning curve could be alleviated by entering the model gradually. Students, for their part, have been known to protest about the damage of one to one lectures if the assigned video lectures are available to any person online. All students with the mentioned viewpoint may not instantly appreciate the worth of hands-on-portion of model, speculating what their tuition brings them that they could not have achieved by surfing the web.

For those students who see themselves as attending class to hear lectures may feel – it is safe to skip a class that focuses on actions and might miss the actual value of the flip. Finally, even where students embrace the model, their equipment and access might not always support fast delivery of video.

Future of Flipped Classroom
As the flipped class becomes more popular, new tools may appear to support the out-of-class portion of the prospectus. In particular, the enduring growth of influential resources into the hands of students, at times and places that are most convenient for them. Greater numbers of courses will likely employ elements of the flipped classroom, supplementing traditional out-of-class work with video classroom, supplementing traditional out-of-class work with video presentations and supporting projects-based and lab style efforts during regular class times. Universities and colleges, at a certain level of adoption, may need to take a strong look at class spaces to make sure that they support that kinds of active and collective work common in flipped classes.

Conclusion

The flipped classroom may not be for every student and teacher. It contains some extra upfront work and just might not network with the teaching style of every instructor out there. But for the teachers that have actually experienced it are having success that you may find it valuable to experiment with flipping a lesson or two to see what happens.

 

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