In this post, I will be writing about the flipped classroom approach briefly and sharing my own experience of flipping a classroom in one of my teacher education courses.
What is Blended Learning and Flipped Classroom?
Blended learning has gained increasing popularity with the integration of technology in teaching and learning environments. It simply refers to the combination of classroom instruction with computer technology (online/offline activities and/or materials).
Flipping a classroom is a blended learning approach in which traditional lectures are provided online while classroom time is spent on using active learning methods. More specifically, students prepare for in-class activities prior to class by watching online lecture videos and do homework in class! During the class time, students inquire about the lecture they watched before coming to the class, apply the knowledge they gained and participate in hands-on activities or collaborate on projects.
For futher information on the flipped classroom approach, you can check this website.
How did I flip my course?
For the last two years, I have been flipping the Classroom Management course I offer in my department (ELT). Last year I offered the course in four sections but applied the flipped model only to one group. I collected data to measure the effectiveness of the flipped classroom against a traditionally taught classroom. Data analysis revealed better learning outcomes for students in the flipped classroom and their perceptions of the flipped classroom were quite positive. Thus, this semester, I apply the flipped model to all groups.
Content of the Classroom Management Course was traditionally covered by lectures. Students came to the class having read the assigned chapters and listened to the lectures usually delivered using power-point slides. Due to the limited class time and a large number of students, not much time could be allocated for practice-based activities- which are actually must for developing classroom management skills.
Now, in the flipped model, students watch video lectures created by me and shared on Edmodo before coming to each class. All the theory is covered in those video lectures. They also do an online quiz that matches the content of the video shared. Face to face classroom time is now spent carrying out practice-based interactive tasks- in pairs or groups- such as offering solutions to classroom management related problems presented in case scenarios, designing newsletters or role-playing teacher-parent meetings. This way, students have the opportunity of dealing with real classroom problems and applying their theoretical knowledge into practice.
To create videos, I used SlidePresenter, an online service that allows users combine online presentations with audio and video streams and create links for the viewers.
Here is one of my lecture videos.
I am planning to flip more courses in the coming years as I personally experience its advantages for both my teaching and students’ learning. I also recommend it to all teacher educators who are to offer theory-based courses in their departments.