This excellent and well researched resource provides all you need to know about the flipped classroom, what it is, how it differs from the traditional classroom, and how to actually implement it with regard to new technologies. A useful checklist of Leslie’s Baker’s Dozen — Thirteen important things to consider both before and while implementing the flipped classroom model-- is provided. An updated list of useful resources is also included.
Type of Material:
Workshop and Training Material
Self-study for individual faculty or a handout and discussion item for a workshop on flipped classrooms. Excellent resources for follow up insights and research.
Identify Major Learning Goals:
While there are emerging a number of definitions and designs referred to as “the flipped classroom” the main intentions of this teaching model are to reverse the traditional presentation methods of classic teaching away from what teachers are saying to concentrating on how students are learning and retaining knowledge and information. In doing this teachers are strongly encouraged to utilize a myriad of educational tools, to include technologies and e-formats, as well as tried and true educational models and teaching techniques. The flipped model has also been referred to as “blended learning”, “hybrid learning,” or the “inverted model.” From its conception, the “flipped” model was intended to meld and make full use of available e-technologies, which are then combined with face-to-face learning events.
Target Student Population:
Secondary teachers and faculty of all levels, including TAs, in higher ed.
Prerequisite Knowledge or Skills:
Interest in and basic knowledge of teaching and learning as formal practice.
The content quality of this resource is outstanding. It presents valid and accurate concepts, models, and skills that educationally significant for teaching in the flipped classroom with technology. It is complete in scope and ready for immediate use. It provides valid and accurate references, bibliographies and other supporting material, especially researched-based.
Potential Effectiveness as a Teaching Tool
This article clearly articulates its purpose and goals regarding the meaning, design, and use of the flipped classroom. The reader will be able to effectively achieve these goals. Compared to other methods of teaching support and evidence-based practices, this resource is just as effective or better. The content level is appropriate for teachers and higher education instructors. The resource has visual appeal in terms of its graphics and prompts the user to go further. It promotes creative use of the flipped classroom beyond the article while intriguing the user intellectually. It is innovative and original. There is a mechanism for contacting the author of the site for consultation/questions.
Perhaps the article might do more to prompt users to adapt and experiment with ideas in their own disciplines.
Ease of Use for Both Students and Faculty
This resource presents the information clearly and arranged in an orderly fashion. The information is well organized and logically ordered. The content level is appropriate for the expertise level of the intended audience. This resource presents information in ways that are familiar to the intended audience and that would be attractive to them. The web article is clearly designed no few distracting design elements.
Other Issues and Comments:
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