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The New Norm: Unpacking the Flipped Classroom Model

Flipping classrooms is a common teaching strategy. It allows instructors to focus on students' active learning in class, while providing them with more one-to-one time with their instructors.

However, the results of this model are mixed. Some studies show that it improves student outcomes, while others don't. These mixed results may be because different instructors use the technique differently.

Pre-recorded lectures

During the COVID-19 pandemic, many educators experienced a high volume of student requests to record their lectures. The resulting videos are useful resources, but can they have an impact on learning? This study investigated the effects of pre-recorded lectures versus traditional classroom lessons. The results were comparable to those of conventional flipped classrooms. However, the asynchronous online lectures had a 0.4 percentage point lower effect on students’ final course marks.

Creating effective pre-recorded slide-based video lectures requires mastery of two distinct skill sets: the development of educational slides, and the recording and distribution of the content. While some faculty may have knowledge and training in one of these skill sets, they often lack the other.

Regardless of the type of media used, it is important to include interactive elements that allow students to process the information. This can be done by incorporating short quizzes, reflective discussion questions, or problem sets. The use of these tools can improve students’ motivation and accountability to watch the lecture.

In-class activities

Educators are exploring flipped learning as a way to transform the traditional educational experience. They’re using videos to preview course content at home and class time for interactive activities. This approach has been proven to improve student outcomes, especially in introductory courses.

Teachers can also incorporate short formative assessments (e.g. quizzes) at the beginning of a flipped class to activate students’ prior knowledge and evaluate their understanding before starting the new material. These short reviews can be done before or during class, and they can increase students’ performance.

The first step in this activity is to pose a question on the board or screen and allow students to consider it individually for 1-2 minutes. After that, students work in groups to discuss the question together and get feedback from peers. This is a great way to encourage group learning and collaboration. The question should be relevant to the subject and encouraging of deeper thinking or critical analysis.

Student-led discussions

Flipped learning is a great way for teachers to engage students, but it's important to make the new norm visible and observable. This is especially true in environments where people are accustomed to traditional classrooms, or have difficulty switching to the flipped model. To promote the new norm, it's important to create virtuous cycles of behaviour and break vicious ones.

It's also crucial to use student-led discussions to provide a platform for resolving students' doubts about the material. By doing so, you can increase student engagement and improve their ability to assimilate the material.

Educators can use various tools to record their lessons, including PowerPoint presentations with voiceover and video recordings. Some teachers even use YouTube to share their videos, or add features like background music and thumbnails that identify the lesson's topic. In addition, many educators have started using guest speakers to help students understand the subject matter. These activities can transform the traditional educational experience and foster critical thinking skills.

Hands-on classroom tasks

The flipped classroom is an instructional model that shifts activities, including those that would have been assigned as homework, into class time. It allows students to watch videos of lectures or other content at home, and then spend class time collaborating with classmates and teachers on hands-on classroom tasks.

This method gives students more access to their instructors, allowing them to pause and rewatch videos or Google terms at their own pace. It also provides an opportunity for teachers to tailor their instruction to each student’s needs.

This pedagogical approach to learning is transforming the traditional educational experience. It allows students to engage with subjects in a more natural way, making them a much more memorable and organic experience than simply sitting and listening to a lecture. It is also a great way to improve the relationship between teacher and student. It also gives students a tool to manage their own learning and progress, which will prove invaluable for lifelong success.

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