User:Kfranzen/sandbox/draft page Flipped Classroom

Flipped classroom is an instructional methodology and a type of blended learning that delivers instructional content, often online, outside of the classroom and moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom model, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance of the instructor.

Traditional versus Flipped Teaching
In the traditional model of classroom instruction, the teacher is typically the central focus of a lesson and the primary disseminator of information during the class period. The teacher responds to questions while students defer directly to the teacher for guidance and feedback. In a classroom with a radically traditional style of instruction, individual lessons may be didactic and entirely content oriented. Pedagogical methods, however, evolve and in some traditional classrooms the instructional flow involves teacher-driven lessons where content is conveyed after which students work independently or in small groups on an application task or activity. Class discussions are typically centered on the teacher who controls the flow of the conversation. Typically, this pattern of teaching also involves giving students the task of reading from a textbook or practicing a concept by working on a problem set, for example, outside school.

In contrast to the traditional teacher-centered model of classroom learning, the flipped classroom intentionally shifts instruction to a learner-centered model in which class time is dedicated to exploring topics in greater depth and creating meaningful learning opportunities, while educational technology such as online videos are employed to deliver content outside of the classroom. In a flipped classroom content delivery may take a variety of forms. Often times video lessons prepared by the teacher or third parties are used as a content delivery mechanism, though online collaborative discussions, digital research, or text readings may be utilized as well.

Just as the content delivery in a flipped classroom takes diversified forms at home, so too do the in-class activities. In-class lessons accompanying flipped classroom may include activity learning or more traditional homework problems, among other practices, to engage students in the content. In the flipped classroom, in-class activities vary by instructor and subject but may include: using math manipulatives and emerging mathematical technologies, in-depth laboratory experiments, original document analysis, debate or speech presentation, current event discussions, peer reviewing, project-based learning, and skill development or concept practice These types of active learning allow for highly differentiated instruction and more time can be spent in class on the upper end of Bloom's taxonomy as students tackle difficult problems, work in groups, research, and construct knowledge with the help of their teacher and peers

As a result a teacher's interaction with students in a flipped classroom is more personalized and less didactic and students are actively involved in knowledge acquisition and construction as they participate in and evaluate their learning.

History
In the early 1990s, Harvard professor Eric Mazur began the development of an instructional strategy he called peer instruction. He published a book in 1997 outlining the strategy entitled, Peer Instruction: A User's Manual. He found that his approach which moved information transfer out of the classroom and information assimilation into the classroom allowed him to coach students in their learning instead of lecture.

In 1993, Alison King published "From Sage on the Stage to Guide on the Side"[17] In the article, King focuses on the importance of the use of class time for the construction of meaning rather than information transmission. While not directly illustrating the concept of "flipping" a classroom, King's work is often cited as an impetus for an inversion to allow for the educational space for active learning.

In 2000 Lage, Platt and Treglia published the paper "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment".[16] In their research focusing on two college economics courses, Lage, Platt, and Treglia assert that one can leverage the class time that becomes available from the inversion of the classroom (moving information presentation via lecture out of the classroom to media such as computers or VCRs) to meet the needs of students with a wide variety of learning styles.

J. Wesley Baker (2000) presented "The classroom flip: using web course management tools to become the guide by the side" at the 11th International Conference on College Teaching and Learning. Baker's article advocates for the use of online programs to present instructional material online as homework, while allowing students to spend class time engaging in active learning activities and collaboration with peers.

Starting in fall 2000, the University of Wisconsin-Madison used eTeach software to replace lectures in large lecture-based computer science course with streaming video of the lecturer and coordinated slides.[19] This platform made it possible to use the live class periods for group problem-solving activities moderated by course instructors.

In 2004, Salman Khan began recording videos at the request a younger cousin he was tutoring because she felt that recorded lessons would let her skip segments she had mastered and replay parts that were troubling her. Salman Kahn founded Kahn Academy where free online videos in this style continue to be added in a variety of subjects. Khan's TED Talk in Feb 2011 and his book "The one world schoolhouse: Education reimagined" (2012) brought the concept to the broader public, and Khan Academy videos are now used as part of some educators' flipped teaching strategy. For some, Kahn Academy has become synonymous with the flipped classroom, however, these videos are only one form of the flipped classroom strategy.

In 2007, Jeremy Strayer published his dissertation research conducted at The Ohio State University entitled "The effects of the classroom flip on the learning environment: a comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system." Strayer (2012) states that "students in the inverted classroom were less satisfied with how the classroom structure oriented them to the learning tasks in the course, but they became more open to cooperative learning and innovative teaching methods." These studies highlight the importance of attending to the ways the coordination of out-of-class and in-class activities can positively and negatively influence how students engage in course tasks.

In 2007, Woodland Park High School chemistry teachers Jonathan Bergmann and Aaron Sams became driving forces in flipped teaching at the high school level after recording their lectures and posting them online in order to accommodate students who missed their classes. Bergmann and Sams note that one person cannot be credited with having invented the inverted or flipped classroom. Furthermore they assert that there is no one 'right' way to flip a classroom as approaches and teaching styles are diverse, as are needs of schools.

In 2011, two centers at Wisconsin Collaboratory for Enhanced Learning were built to focus on flipped and blended learning. The classroom structure houses technology and collaboration-friendly learning spaces, and emphasis for those involved in the program is placed on individualized learning through non-traditional teaching strategies such as flipped classroom.