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A flipped classroom is an instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having pupils complete readings at home and work on live problem-solving during class time. This pedagogical style moves activities, including those that may have traditionally been considered homework, into the classroom. With a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home, while actively engaging concepts in the classroom, with a mentor's guidance. In traditional classroom instruction, the teacher is typically the leader of a lesson, the focus of attention, and the primary disseminator of information during the class period. The teacher responds to questions while students refer directly to the teacher for guidance and feedback. Many traditional instructional models rely on lecture-style presentations of individual lessons, limiting student engagement to activities in which they work independently or in small groups on application tasks, devised by the teacher. The teacher typically takes a central role in class discussions, controlling the conversation's flow. Typically, this style of teaching also involves giving students the at-home tasks of reading from textbooks or practicing concepts by working, for example, on problem sets.The flipped classroom intentionally shifts instruction to a learner-centered model, in which students are often initially introduced to new topics outside of school, freeing up classroom time for the exploration of topics in greater depth, creating meaningful learning opportunities. With a flipped classroom, 'content delivery' may take a variety of forms, often featuring video lessons prepared by the teacher or third parties, although online collaborative discussions, digital research, and text readings may alternatively be used. The ideal length for a video lesson is widely cited as eight to twelve minutes.Flipped classrooms also redefine in-class activities. In-class lessons accompanying flipped classroom may include activity learning or more traditional homework problems, among other practices, to engage students in the content. Class activities vary but may include: using math manipulatives and emerging mathematical technologies, in-depth laboratory experiments, original document analysis, debate or speech presentation, current event discussions, peer reviewing, project-based learning, and skill development or concept practice Because these types of active learning allow for highly differentiated instruction, more time can be spent in class on higher-order thinking skills such as problem-finding, collaboration, design and problem solving as students tackle difficult problems, work in groups, research, and construct knowledge with the help of their teacher and peers.A teacher's interaction with students in a flipped classroom can be more personalized and less didactic. And students are actively involved in knowledge acquisition and construction as they participate in and evaluate their learning. History Militsa Nechkina, a member of the USSR Academy of Pedagogical Sciences, first proposed the flipped classroom model in 1984. In the 1980s and 1990s, teachers in Russia tried this instructional strategy. “...let pupils extract new things from autonomous reading of a textbook, which has been created accordingly. Allow them to consider it, then discuss it with their teacher at school and come to a united conclusion.” Nechkina wrote of the flipped classroom.In 1993, Alison King published "From Sage on the Stage to Guide on the Side," in which she focuses on the importance of the use of class time for the construction of meaning rather than information transmission. While not directly illustrating the concept of "flipping" a classroom, King's work is often cited as an impetus for an inversion to allow for the educational space for active learning.Harvard professor Eric Mazur played a significant role in the development of concepts influencing flipped teaching through the development of an instructional strategy he called peer instruction. Mazur published a book in 1997 outlining the strategy, entitled Peer Instruction: A User's Manual. He found that his approach, which moved information transfer out of the classroom and information assimilation into the classroom, allowed him to coach students in their learning instead of lecture.Lage, Platt and Treglia published a paper entitled "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment" (2000), which discusses their research on flipped classrooms at the college level. In their research focusing on two college economics courses, Lage, Platt, and Treglia assert that one can leverage the class time that becomes available from the inversion of the classroom (moving information presentation via lecture out of the classroom to media such as computers or VCRs) to meet the needs of students with a wide variety of learning styles. The University of Wisconsin-Madison deployed software to replace lectures in large lecture-based computer science course with streaming video of the lecturer and coordinated slides. In the late 1990s, J. Wesley Baker was experimenting with these same ideas at Cedarville University. He presented a paper discussing what he termed the "classroom flip" at an education conference in the year 2000 in what may be the first published mention of the word "flip" associated with this model of teaching and learning.Kaw and Hess published a paper in 2007 to compare the effectiveness of four (4) instructional modalities for a single topic of a ATEM course -(i) traditional lecture, (ii) blended (what they called "Web-enhanced lecture"), (iii) Web-based self-study and (iv) flipped (what they called "Web-based self-study and classroom discussion"). Statistical analysis of the assessment data indicated that the second modality, in which Web-based modules for instruction were used during face-to-face lecture delivery mode, resulted in higher levels of student performance and satisfaction.A recognizable contributor to the flipped classroom is Salman Khan. In 2004, Khan began recording videos at the request of a younger cousin he was tutoring because she felt that recorded lessons would let her skip segments she had mastered and replay parts that were troubling her. Based on this model, Salman Khan founded Khan Academy, which some associate with the flipped classroom; however, these videos are only one form of the flipped classroom strategy.The Wisconsin Collaboratory for Enhanced Learning has built two centers to focus on flipped and blended learning. The classroom structure houses technology and collaboration-friendly learning spaces, and emphasis for those involved in the program is placed on individualized learning through non-traditional teaching strategies such as flipped classroom.To decrease student resistance, Clark, Kaw and Braga Gomes have used adaptiv.... Discover the Sapling Learning popular books. Find the top 100 most popular Sapling Learning books.