The flipped classroom, or the concept for the flipped classroom, has been around more since 1998 when the book "Effective Grading" was released (Brame, 2013). In 2000. the flipped classroom approach was also known as the inverted classroom (Brame, 2013). In 2007, the current flipped classroom model was innovated in a chemistry class by Jonathan Bergmann and Aaron Sams (Županec, Radulović, Pribićević, Miljanović, & Zdravković, 2018). Of course the question is does it work? Several studies do indicate that this model works but had some lacking evidence in the primary schools until Županec et.al. conducted a study in a biology program in a primary school (2018). This study supports that the flipped classroom model is an effective teaching method for students in the primary school level as well.
So what is stopping you? If you are concerned that the flipped model will not be accepted by students, have no fear! A recent study conducted comparing the traditional classroom model and a flipped classroom model indicated the students had a 94% satisfaction rate with the flipped classroom (Unal & Unal, 2017). In fact, 84% of those same students indicated the number reason they liked this learning style, was because they could learn at their own pace (Unal & Unal, 2017). Finally, most teachers believe that it will be too difficult. The reality is, if you can work some simple technology, you can create a flipped model. Oh and the fear of using technology, ask the students, they will show you!
Check out this video as a resource on how you can begin to think about flipping just one lesson. https://youtu.be/G_p63W_2F_4
What kind of potential difficulties might you experience? https://youtu.be/bwvXFlLQClU
Here is a sample of what I used for a professional development section. Remember, it does not always have to be perfect the first time. https://youtu.be/tu_5eA2_S7c
References
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom.
Unal Z., Unal, A. (2017). Comparison of student performance, student perception, and teacher satisfaction with traditional versus flipped classroom models. International Journal of Instruction. 10,(4)e-ISSN: 1308-1470. www.e-iji.ne
Županec, V., Radulović, B., Pribićević, T., Miljanović, T., Zdravković, V. (2018). Determination of educational efficiency and students involvement in the flipped biology classroom in primary school. Journal of Baltic Science Education. 17(1).
Comments