What is the flipped classroom?

 

 

 

 

 A flipped class is one that inverts the typical cycle of content acquisition and application so that:

• students gain necessary knowledge before class, and 
• instructors guide students to actively and interactively clarify and apply that knowledge during class.

Like the best classes have always done, this approach supports instructors playing their most important role of guiding their students to deeper thinking and higher levels of application. A flipped class keeps student learning at the center of teaching.

  

The flipped classroom model reverses traditional teaching by delivering instruction outside of class (e.g., via videos) and using class time for active learning, projects, and discussions. This student-centered approach allows for self-paced learning and increases interaction with teachers, who act as guides. Google Classroom serves as your interactive textbook with presented weekly activities. 

 

• Before Class: Students gain initial knowledge through watching pre-recorded video lectures, reading text, or reviewing materials independently.
• During Class: Time is repurposed for interactive activities, such as problem-solving, debates, collaborative projects, and hands-on experiments, allowing for deeper exploration of topic
•  After Class: Students apply knowledge to creating CER conclusions, projects, and data analysis.

 

This video explains the concept of a flipped classroom in just a few minutes: https://www.youtube.com/watch?v=wwlgsg2IgcY

 

• Flexibility: Content is accessible at the student's own pace.
• Active Learning: Class time focuses on application, not passive listening.
• Types: Models can vary from fully flipped (replacing all lectures) to hybrid, peer-teaching (students teaching each other), or simulation-based approaches. 

 

• Improved Retention: Active application of knowledge aids long-term retention.
• Increased Engagement: Interactive tasks encourage participation and deeper learning.
• Personalized Learning: Teachers can provide personalized guidance to students during class when they are applying concepts. 

 

Why are I flipping my science classes?

 

Students learn more deeply. As a result of students taking responsibility, interacting meaningfully and often with their instructor and peers, and getting and giving frequent feedback, they acquire a deeper understanding of the content and how to use it.

 

Students are more active participants in learning.The student role shifts from passive recipient to active constructor of knowledge, giving them opportunities to practice using the intellectual tools of the discipline.

 

Interaction increases and students learn from one another. Students work together applying course concepts with guidance from the instructor.  This increased interaction helps to create a learning community that encourages them to build knowledge together inside and outside the classroom.

 

Instructors and students get more feedback. With more opportunities for students to apply their knowledge and therefore demonstrate their ability to use it, gaps in their understanding become visible to both themselves and the instructor.

 

In what ways do we as a class uses the weekly action plan in the flipped classroom?

 

A typical week of instruction is the following with student and teacher behaviors:

 

Homework: Daily Student Notes and Daily Assessment found in Pear Assessment as well as Edpuzzle Video Quizzes for Background Knowledge

 

Monday- Introduction of the Action Plan Timeline posted on my website/Student Progress Conferences and Grade Updates if needed/One on One Tutoring/Work on Student Notes/Daily Assessment

Tuesday- Interactive Science Projects, Lab Simulations, Station Lab Rotations, Scientific Article with Reflective Questions and/or Data Analysis Modeling

Wednesday- Interactive Science Projects, Lab Simulations, Station Lab Rotations, Scientific Article with Reflective Questions and/or Data Analysis Modeling

Thursday- Interactive Science Projects, Lab Simulations, Station Lab Rotatations, Scientific Article with Reflective Questions and/or Data Analysis Modeling

Friday- Weekly Review, Vocabulary Exam, Key Concept Exam, and/or CER Writing Task

 

This is a tenative schedule that may change due to Football pep rallies with Thursday and Friday being reversed. 

 

This weekly schedule allows you to work on interactive activities in the following sequence: 

Pre- Lab- The purpose of a pre-lab is for you to gain background knowledge for developing a viable hypothesis and writing a reflective paragraph for the presented key concept.

Lab- The purpose of the lab is for you to apply, analyze, and/or synthesize key concepts through problem-solving and critical thinking skills. 

Post-Lab- The purpose of the post-lab is for you to justify and evaluate a given lab activity by developing a written summary using CER.