Flipped Classroom

In this element we will look at a fairly new model for learning - the flipped classroom.

In the flipped classroom model the activities that traditionally takes place in the classroom change place with the learning activities, the students do on their own, like homework. This implies that the actual content of the subject is studied outside the classroom rather than conveyed in a lecture. This can be done in a multitude of ways, from reading a book, via watching a video or listening to a podcast, to engage in web aided learning environments like simulators etc.

For learning a profession that involves practical knowledge and skills, the flipped classroom model has particular interest. It frees up the student's time on campus to work in laboratories and with practical projects, rather than spending the time in lecture halls. The teacher's role changes from being the omniscient schoolmaster on the lectern, grading tests when not teaching - to be a learning partner for the student. Providing support in the subject matter, feedback and inducing reflections. The flipped classroom model is student-centred, rather than teacher-centred learning. However, the educator's main responsibilities are still providing structure, support in the content area and feedback.

Flipped classroom has been around since the centennial, has grown in popularity and has been applied in an increasing number of educations, from primary school to universities. Many scholars have contributed to the development of the model and its application to new areas.

Jonathan Bergman and Aaron Sams are two chemistry teachers that have evolved the flipped classroom model by combining it with mastery learning. The latter is a model that was first advocated by Benjamin Bloom in the late sixties. It did not gather a lot of followers then, but it has proved to be an excellent complement to the flipped classroom.

In short, mastery learning is a method that the learning progress is subject to the student's mastery of the subject. An example is that the student is not allowed to advance in the subject until at least 90% of the current theme is mastered. By using the flipped methodology each student, or group of students, can follow an individual progression. Research has proven mastery of learning a very efficient model, providing high-quality learning outcomes in less time than traditional models.

The motivation for mastery learning comes from trying to reduce achievement gaps for students. The idea is that, if students are normally distributed with respect to aptitude for a subject and if they are provided uniform instruction in terms of quality and learning time, then achievement level at completion of the subject is also expected to be normally distributed. This can be illustrated as shown.

Mastery Learning propose that, if each learner were to receive optimal quality of instruction and as much learning time as they require, then a majority of students could be expected to attain mastery. This situation would be represented in this way.

After you have finished this paper, take some time to reflect and find solutions to this task:

How can you create "offline learning events" in your subject? And, is Mastery learning applicable for you? Maybe in combination with flipped classroom?

In our next TEFFIC element we study the use of simulators in an educational setting for Industry 4.0.

Sources:

• Bergmann, John and St.Clair Smith, Errol: Flipped Learning 3.0: Your Roadmap to the Future of Talent Development (An Insanely Simple Guide), 2019 FL Global Publishing