Cahier du LLL n° 1bis – 2020

The flipped Classroom is the right way forward – A practical guide to start a flipped classroom

This short guide aims to answer some of the questions you may have about the flipped classroom and help you embrace the truly ground-breaking opportunities of this teaching method of the future. Read More

Initially, the flipped classroom was described as "lectures at home and homework in class": technology was used to transfer the mainly theory-based part of a course out of the classroom to free up more time during the lesson to focus on applications, problems, case studies or projects. However, the concept was very quickly broadened by extending the range of non-classroom activities. Should we just expect students to passively watch videos suggested by the teacher? Or should be we asking them, individually or in groups, to prepare part of the course for the other students before class?
Of course, we want a method that is coherent, particularly in terms of time and space; it requires an important adjustment of the knowledge and skills targeted, the resources allocated to out-of-class activities and the learning activities and interactions inside and outside the classroom.
But how do you create the teaching aids and design the pre-class preparatory activities? How can you make the space/time encounter between students and with the teacher more active and meaningful? How can you use the flipped classroom concept to really add value in terms of quality of learning and sustainable skills? Lastly, how do you assess how the students are using these skills?
This short guide aims to answer some of the questions you may have about the flipped classroom and help you embrace the truly ground-breaking opportunities of this teaching method of the future.


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Specifications


Publisher
Presses universitaires de Louvain
Series edited by
Benoît Raucent, Pascale Wouters,
Collection
Language
English
BISAC Subject Heading
EDU000000 EDUCATION
BIC subject category (UK)
JN Education
Onix Audience Codes
05 College/higher education > 06 Professional and scholarly
CLIL (Version 2013-2019)
3144 Psychologie de l'apprentissage
Title First Published
27 May 2020
Subject Scheme Identifier Code
: Education et pédagogie

Paperback


Publication Date
27 May 2020
ISBN-13
9782875589606
Extent
Main content page count : 44
Code
100718
Dimensions
20 x 20 cm
Weight
90 grams
Packaging Type
No outer packaging
List Price
15.00 €
ONIX XML
Version 2.1, Version 3

PDF


Publication Date
27 May 2020
ISBN-13
9782875589613
Extent
Main content page count : 44
Code
100718PDF
ONIX XML
Version 2.1, Version 3

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Contents


1. A brief introduction to the flipped classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2. From a few pionneers to a vast network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3. What you need to know before you begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
→ The four pillars of the flipped classroom: FLIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
4. Are my students ready? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
5. Set out the markers of a coherent scenario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
→ A flipped classroom scenario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
6. Targeting learning outcomes (LOs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
→ How does my course fit into the programme? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
→ Complex cognitive skills and transferable skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
7. Designing learning activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
7.1. Organising non-classroom activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
→ Choose, build and prepare the resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
→ Use open-source materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
→ Creating a resource: the toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
→ Organising your resources: Web 2.0 tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
→ Sharing your output under a Creative Commons licence . . . . . . . . . . . . . . . . . . . . . . . . . 27
→ Never just upload the resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
→ Organising group work outside the classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
→ Regulating group work : the tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
7.2. Livening up the lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
→ Reach out to the students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
→ Collaborative activities in the lecture theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
→ Motivate your audience with an electronic voting system . . . . . . . . . . . . . . . . . . . . . . . . 35
→ Electronic voting technology: suitable for a wide range of teaching aids! . . . . . . . . . . . . 37
8. Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
→ Four assessment methods for the flipped classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
In conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45