{"id":73,"date":"2018-11-07T02:33:01","date_gmt":"2018-11-07T02:33:01","guid":{"rendered":"http:\/\/meristem.anu.edu.au\/?page_id=73"},"modified":"2021-03-08T11:11:43","modified_gmt":"2021-03-08T00:11:43","slug":"a-flipped-classroom-uses-learning-time-better","status":"publish","type":"page","link":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/flipped-classrooms-and-blended-learning\/a-flipped-classroom-uses-learning-time-better\/","title":{"rendered":"Why flipped learning?"},"content":{"rendered":"<h2>What is the best way to use the precious class time of teachers and students?<\/h2>\n<p><a href=\"https:\/\/meristem.weblogs.anu.edu.au\/wp-content\/uploads\/2016\/09\/meriSTEMarrows.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-564\" src=\"https:\/\/meristem.weblogs.anu.edu.au\/wp-content\/uploads\/2016\/09\/meriSTEMarrows.png\" alt=\"meriSTEM online in class\" width=\"500\" height=\"500\" srcset=\"https:\/\/meristem.weblogs.anu.edu.au\/wp-content\/uploads\/2016\/09\/meriSTEMarrows.png 500w, https:\/\/meristem.weblogs.anu.edu.au\/wp-content\/uploads\/2016\/09\/meriSTEMarrows-300x300.png 300w, https:\/\/meristem.weblogs.anu.edu.au\/wp-content\/uploads\/2016\/09\/meriSTEMarrows-150x150.png 150w\" sizes=\"auto, (max-width: 500px) 100vw, 500px\" \/><\/a><\/p>\n<p>To \u2018flip\u2019 is to swap traditional class activities with<span class=\"x_Apple-converted-space\">\u00a0<\/span>work typically assigned as homework.<span class=\"x_Apple-converted-space\">\u00a0<\/span>This might mean a lesson involving a short video, a talk and some note-taking become homework, and the follow up practise, problems and assignments are done in class, with peer and teacher support.<\/p>\n<p>Research has shown that the flipped classroom model can work\u00a0 better than a traditional model for learning.\u00a0See the links below for more information.<\/p>\n<p>In short, students <em>taught well<\/em> in flipped classrooms <strong><em>learn more<\/em><\/strong> than their peers <em>taught well<\/em> in traditional classrooms. Flipped classrooms have a plethora of benefits for students over traditional classrooms:<\/p>\n<ul style=\"padding-left: 50px\">\n<li style=\"padding-left: 15px\">Better student engagement<\/li>\n<li style=\"padding-left: 15px\">Better performance in exams<\/li>\n<li style=\"padding-left: 15px\">Better performance in subsequent courses<\/li>\n<li style=\"padding-left: 15px\">Better equity of outcomes for minority groups<\/li>\n<li style=\"padding-left: 15px\">Reduced failure rate<\/li>\n<\/ul>\n<p>Teachers benefit as well.\u00a0 By building on an existing set of activities and resources, the experienced teacher can embrace a pedagogy that allows for more in-depth exploration,\u00a0 student-led investigations. Flipping teachers can also better differentiate their teaching to be more tailored to individual student abilities and interests.\u00a0 You can read more about\u00a0<em>High impact teaching strategies in action: Differentiated teaching<\/em> at the <a href=\"https:\/\/www.education.vic.gov.au\/school\/teachers\/classrooms\/Pages\/approacheshitsdifferentiation.aspx\">Victoria State Government Department of Education and Training<\/a>.<\/p>\n<p>Continue to Flipped classrooms and blended learning \/ <a href=\"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/flipped-classrooms-and-blended-learning\/\">Flipped learning<\/a><\/p>\n<h2>Research literature summary posts<\/h2>\n<h6><a href=\"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/the-argument-for-active-learning-any-kind-of-active-learning-is-better-than-lecturing\/\" target=\"_blank\" rel=\"noopener\">The argument for active learning (any kind of active learning is better than lecturing)<\/a><\/h6>\n<p style=\"padding-left: 60px\">Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. and Wenderoth, M.P., 2014. <a href=\"https:\/\/www.pnas.org\/content\/111\/23\/8410\" target=\"_blank\" rel=\"noopener\">Active learning increases student performance in science, engineering, and mathematics<\/a>. Proceedings of the National Academy of Sciences, 111(23), pp.8410-8415.<\/p>\n<h6><a href=\"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/preference-for-flipping-increases-dramatically-once-students-have-flipped\/\" target=\"_blank\" rel=\"noopener\">Preference for flipping increases dramatically once students have flipped<\/a><\/h6>\n<p style=\"padding-left: 60px\">McLaughlin, J.E., Roth, M.T., Glatt, D.M., Gharkholonarehe, N., Davidson, C.A., Griffin, L.M., Esserman, D.A. and Mumper, R.J., 2014. <a href=\"https:\/\/insights.ovid.com\/crossref?an=00001888-201402000-00017\">The flipped classroom: a course redesign to foster learning and engagement in a health professions school<\/a>. Academic Medicine, 89(2), pp.236-243.<\/p>\n<h6><a href=\"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/scale-up-an-early-flipped-teaching-strategy-and-environment-success-model\/\" target=\"_blank\" rel=\"noopener\">SCALE-UP: an early flipped teaching strategy and environment success model<\/a><\/h6>\n<p style=\"padding-left: 60px\">Beichner, R., Saul, J.M., Abbott, D.S., Morse, J.J., Deardorff, D.L., Allain, R.J., Bonham, S.W., Dancy, M.H. &amp; Risley, J.S. (2007).\u00a0<a href=\"https:\/\/www.per-central.org\/items\/detail.cfm?ID=4517\">The Student-Centred Activities for Large Enrolment Undergraduate Programs (SCALE-UP) Project<\/a>, Physics Education Research, Vol. 1, Issue 1.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>What is the best way to use the precious class time of teachers and students? To \u2018flip\u2019 is to swap traditional class activities with\u00a0work typically assigned as homework.\u00a0This might mean a lesson involving a short video, a talk and some note-taking become homework, and the follow up practise, problems and assignments are done in class, [&hellip;]<\/p>\n","protected":false},"author":5,"featured_media":0,"parent":179,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_gspb_post_css":"","footnotes":""},"class_list":["post-73","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/pages\/73","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/comments?post=73"}],"version-history":[{"count":0,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/pages\/73\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/pages\/179"}],"wp:attachment":[{"href":"https:\/\/meristem.weblogs.anu.edu.au\/index.php\/wp-json\/wp\/v2\/media?parent=73"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}