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Page history last edited by abogado 10 years ago

click on above image to view video on the Flipped Classroom

today's presentation located at : http://lamission.edu/~jordandc


1. video - What is a flipped classroom - vimeo videos - recent higher ed article (Oct. 2013)

2. http://duedates.pbworks.com/ - textbook - outlines - ppt - agenda - quiz - answer sheet - facts-rules-sheet - lecture at home - 1 minute paper -


Judy Baker posting in etudes 7/7/14

From: Judy Baker
Subject: Flipped Learning: 4 Pillars and 11 Indicators

If you've been thinking about replacing some on-campus class time with videos or off-campus group learning spaces, consider reading this review of flipped learning: "Extension of a Review of Flipped Learning" by Yarbro and Arfstrom.

"Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter."

The review describes 4 pillars and 11 indicators for educators to use as a self-assessment to use when implementing of flipped learning (see page 19).

The four pillars are:

    • Flipped Learning allows for a variety of learning modes; educators often physically rearrange their learning spaces to accommodate a lesson or unit, to support either group work or independent study. They create flexible spaces in which students choose when and where they learn. Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning.
    • In the traditional teacher-centered model, the teacher is the primary source of information. By contrast, the Flipped Learning model deliberately shifts instruction to a learner-centered approach, where in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful.
    • Flipped Learning Educators continually think about how they can use the Flipped Learning model to help students develop conceptual understanding, as well as procedural fluency. They determine what they need to teach and what materials students should explore on their own. Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning strategies, depending on grade level and subject matter.
    • The role of a Professional Educator is even more important, and often more demanding, in a Flipped Classroom than in a traditional one. During class time, they continually observe their students, providing them with feedback relevant in the moment, and assessing their work. Professional Educators are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism, and tolerate controlled chaos in their classrooms. While Professional Educators take on less visibly prominent roles in a flipped classroom, they remain the essential ingredient that enables Flipped Learning to occur.

A few examples of the 11 indicators are:

  • provide students with different ways to learn content and demonstrate mastery.
  • give students opportunities to engage in meaningful activities without the teacher being central.
  • differentiate to make content accessible and relevant to all students.
  • conduct ongoing formative assessments during class time through observation and by recording data to inform future instruction.

This work is licensed under a Creative Commons Attribution 4.0 International License.
Originally published June, 2013
Update published June, 2014


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