Flipped Learning

Flipped learning is a learner-centered model in which direct instruction moves from the group learning space to the individual learning space. It “flips” traditional work done at home into the classroom. The main goal of a flipped classroom is to enhance student learning and achievement.

Differentiated Instruction
A flipped class facilitates differentiated instruction (flexible groupings, scaffolded content, diverse instruction). This can be difficult to accomplish in group settings. Flipped lessons enable instruction to be responsive to each student’s readiness, learning style and prior knowledge. This approach shifts the teacher’s role to a facilitator in the students acquisition of knowledge as opposed to the traditional classroom setting where the teacher is the disseminator of information.

Self-Paced Work
Flipped learning allows for self-paced work. The student who needs more time to achieve mastery doesn’t get left behind and the student who masters the same concept quickly is able to move on. As a result, both learners reach their individualized potential, and many times, student behavior in class improves as each child is more engaged.. No one is idly sitting in class.

Individualized
Flipped moves the entry level instruction to outside of the classroom, into a personalized environment at home, whether it be bouncing on an exercise ball, lying on their bed or sitting at a desk. The self-paced video instruction allows the student to experience the “power of the pause” empowering the learner to control the rate at which the lesson is delivered. To be able to “interrupt” the lesson if the student is confused, and “rewind” to hear the content again, is an incredibly empowering tool.

Increased Student Engagement
The flipped classroom raises student engagement and collaboration. With the introductory instruction accomplished prior to class time, in-class activities allow for greater depth of topics, activity learning, group work, and practice problems. Students engage in peer learning, sharing their knowledge with each other. Teachers are easily able to identify gaps in understanding, errors in thinking, or mis-concepts in application as well as be more available for one-on-one instruction.