Flipped learning
Overview
Flipped learning is when the delivery of traditional content (i.e., lectures, videos) occurs outside of the classroom, allowing class time to be used for more active and application-based activities. Flipped classrooms can be “fully flipped” which provides all lecture materials outside of the class and is modeled after higher education courses, or “partially flipped'', when educators provide materials for review outside of class but spend time in class helping learners synthesize their understanding before engaging in class activities. Typically, flipped classrooms in K-12 settings are partially flipped to help educators ensure learning outcomes through formative assessment and to help learners increase independence over time. Flipped classrooms allow learners to self-pace their learning outside of the classroom, providing additional time for those learners who may need it, including multilingual learners or learners with learning disabilities, This also can help to build Background Knowledge before engaging more deeply with the content in the classroom, supporting transfer and Core Academic Literacies. Research has shown that flipped classrooms increase engagement and Motivation as learners are given autonomy in instruction and have the opportunity to engage more thoroughly with materials during the class period. In addition, the additional opportunities to engage and Collaborate with each other in person may support learners' Sense of Belonging in the classroom.
Educators should be mindful of access to technology and the internet prior to assigning materials that require these capabilities. They should also be aware of students' digital literacies and abilities to navigate digital content and scaffold these skills to ensure maximum engagement and to limit frustration. In some cases allowing students to access digital content autonomously during class time may be necessary to ensure access, teachers can help them navigate through the content and are still free to work with other students and small groups around misconceptions or accelerated learning. Though typically materials in a flipped classroom often include digital videos and interactive technology, this strategy can be done through traditional paper materials.
Example: Use This Strategy in the Classroom
Watch this educator walk through how she implements flipped classrooms for her middle school students to support their individualized learning and to help parents support their children as they learn math content.
Design It into Your Product
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Instructional Approaches Strategies
Multimodal teaching and learning provide opportunities for students to engage with the same content through different sensory modalities, such as visual, auditory and tactile.
Retrieval practice requires students to access information, or get information “out” from Long-term memory in order to support better retention and understanding.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole learner, in order to empower them to flourish.
Incorporating think-alouds, or verbalizing thinking while reading or working through a new concept, can be a powerful way to help learners explore disciplinary texts, learn new skills, and retain content.
