Bachelor of Teaching Programme (PISMP) Teaching of English as a Second Language (TESL) EDUP3033 Learning and The Learner

1. FLIPPED
CLASSROOM
TEO WOON CHUN

2. What does it mean?

3. The flipped classroom describes a reversal of
traditional teaching where students gain first
exposure to new material outside of class, usually
via reading or lecture videos, and then class time is
used to do the harder work of assimilating that
knowledge through strategies such as problem-
solving, discussion or debates.

5. Flipped classroom…Change of
roles and responsibilities
between students and teachers?

6. In the flipped classroom, the roles and expectations of
students and teachers change where:
 students take more responsibility for their own learning and study core content
either individually or in groups before class and then apply knowledge and skills
to a range of activities using higher order thinking,
 teaching 'one-to-many' focuses more on facilitation and moderation than
lecturing, though lecturing is still important. Significant learning opportunities
can be gained through facilitating active learning, engaging students, guiding
learning, correcting misunderstandings and providing timely feedback using a
variety of pedagogical strategies,
 there is a greater focus on concept exploration, meaning making and
demonstration or application of knowledge in the face-to-face setting

9. The use of educational technologies in flipped classroom
 capture key content for students to access at their own convenience and to suit
their pace of learning (e.g. lecture material, readings, interactive multimedia),
 present learning materials in a variety of formats to suit different learner styles and
multimodal learning (e.g. text, videos, audio, multimedia),
 provide opportunities for discourse and interaction in and out of class (e.g. polling
tools, discussion tools, content creation tools),
 convey timely information, updates and reminders for students (e.g micro-
blogging, announcement tools),
 provide immediate and anonymous feedback for teachers and students (e.g.
quizzes, polls) to signal revision points,
 capture data about students to analyse their progress and identify ‘at risk’ students
(e.g. analytics).

10. Advantages
 Students are no longer struggle with challenging
concepts alone outside of class time.
 Student can skip parts of the lesson they already
understand and re-watch new or challenging ideas.
 Applied learning in the classroom.
 Differentiated instruction

11. Advantages (cont.)
 Students are given ownership and responsibility for their
own learning.
 Students come to class prepped and ready to learn. No
down time.
 Videos include links for deeper thinking and further
learning.
 Teacher can spend class-time working one-on-one or in
small groups with students.

12. Disadvantages
 Making sure every student has a computer and internet access
 Students cannot ask questions for clarification during a
recorded lesson.
 Technology issues.
 Designing and grading frequent quizzes.
 Students have trouble “buying in” to instruction, especially
when it is not created by instructor.

13. Disadvantages (cont.)
 Determining how to handle students who do not
complete the homework video.
 Creating or finding quality videos for each
lesson.

14. THANK YOU.