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In our previous blog we introduced the idea of a flipped classroom.
As the name suggests, put the principle of the flipped classroom the idea of traditional classroom education completely turned upside down. In a flipped classroom, students prepare for classroom lessons by thoroughly reviewing information prior to class. This information is accessible and manageable (preferably in 5 - 7 minute blocks). The classroom time is then used to deepen and apply what has been learned.
It F-L-I-P principle explains the basic principles of a flipped classroom simply:
Not only the physical environment in a flipped classroom is adapted to the needs of the students (for example, by designing the classroom in such a way that it is easy to work in small groups) but also the “mental environment”. Flexibility is essential here. Flexibility in when to learn, what is learned and how what is learned is tested.
Traditional classroom education, where the teacher was central, is increasingly fading into the background. The student is increasingly the center around which learning is designed. In a flipped classroom, most of the classroom time is spent deepening. Because the student comes to class well prepared, there is much more space and time to delve deeper into the material and discover it together.
In a flipped classroom, the teacher decides what material students can prepare at home and what material will be covered in the lesson. The goal here is to use classroom time as effectively as possible.
For example, when discussing an article, it is more valuable for the student (and teacher) to read the article at home (instead of spending 20 minutes of classroom time) and then explore the article with other peers in class and have in-depth discussions (instead of analyzing the article individually and writing an essay about it at home).
Initially, implementing a flipped classroom requires a considerable investment of time from the teacher (see also step 4 in the step-by-step plan later in this blog).
By giving students access to the teaching material in advance, the teacher 'speaks' less during the lesson and the teacher 'shares' even more.
Because the students come to class well prepared, you, as a lecturer, have more time to learn, practice and put the learning material into practice together.
A flipped classroom has many advantages.
Because the preparation is designed more effectively (preferably in small blocks of 5-7 minutes), it takes less time for the student and can rest assured that there is time during the lesson to ask questions, discuss and find solutions together with other students.
The teacher is present in the classroom to support and facilitate this process.
Because the lessons are accessible online, the student can prepare for the lesson at any time convenient for them. The course material gives the student control over their own learning.
Sounds great, right?
But how can you design your lessons in such a way that this principle also works for you?
Like we did in our previous blog discussions can provoke the principle of a flipped classroom. It is a fairly revolutionary idea and goes against the idea of traditional classroom learning. That is why it is important to schedule a preparation phase.
During this phase, the school board, parents and students/students will be informed about the new idea.
Be open to questions that will undoubtedly be asked. Clear and informative communication is essential for the flipped classroom to succeed.
To ensure that all students have access to the materials they need to properly prepare for the classroom part of the flipped classroom, students must have the right technology.
Not only at school, but also at home. It is important that students (and their parents) are not burdened with unexpected costs.
Accessibility is an important part of the flipped classroom: the technology that is used must also be accessible to everyone.
Because a flipped classroom different from a traditional classroom learning environment in several ways, it is important to adapt the assessment methods accordingly. Because more is being learned together and more group projects are being carried out, subsequent assessment methods desirable. The “do your homework and then take a test” principle no longer applies!
For many teachers who are used to teaching in a traditional way and in a traditional setting, this is probably the most difficult step in this roadmap. Your “inner teacher” will probably need some time and practice to get used to this principle. Step aside.
By following the previous steps, you have already created an environment where (together) learning comes first.
You have given students access to everything they need to thoroughly delve into the teaching material. The role of a teacher is changing more to that of a coach with more time for the individual student and supervising small groups.
Of course, this applies to every form of learning, but because the flipped classroom builds on the principle of student self-direction, it is even more important to ensure that the teaching materials are interesting and accessible. Another very suitable method to arouse students' interest is the 'gamification'of your teaching materials and lessons.
We hope these steps will help you to turn your class “upside down” as well.
