ABOUT THE FLIPPED CLASSROOM

The flipped classroom idea reverses the usual formal learning pattern for students.

Conventionally, we present material in class and the student reviews it, does problems, and tries to apply the material on his or her own.

In a flipped classroom the student takes in the material on his or her own BEFORE class. In class the material is applied, problems are attempted with immediate guidance and feedback from peers and instructors, and the classroom time is filled with 'active learning.'

SOME OBSERVATIONS

• There are considerable data now that show that more students learn more material this way than using the conventional approach.
• It is sensible to start by trying one or two units in a flipped mode. A course can be conducted in hybrid mode; flipping is NOT an all-or-nothing approach.
• Classes can be organized with students in teams as they attack problems. This extends the instructor's reach considerably, as some students will help others and aggregate learning can increase more rapidly than one-on-one.
• Short class quizzes can help the instructor spot weak spots and invest more time in them.

SOME REPORTS OF EXPERIENCES and other links

• "'Flipped classroom' teaching model gains on online community" - AIKurzweil
• "How Flipping the Classroom Can Improve the Traditional Lecture" - Chronicle of Higher Ed
• "Teachers Use Technology to Flip Their Classrooms" - TechSmith, nuts and bolts talk
• Knewton about the flipped classroom
• Harvard Physics Professor Mazur has extensive experience and makes cogent observations
• Grand Valley mathematics professor has good summary
• "Online Classes See Cheating Go Hi-tech" - Chronicle of Higher Ed