Also known as the inverted class, the flipped classroom is an instructional approach that alters the chronology of lecture and homework. What is known as lecture becomes content that students are required to access at home for homework. This is usually done by pre-recorded videos by classroom teachers or educational videos already made available online. The method of content acquisition varies in the flipped classroom, but its thematic route is through technology. What remains is the in-class time, which is devoted to more practice and application of lesson content, something typically given as homework. The flipped approach models the transactional method in that they both advocate for more active, collaborative, and inquiry-based learning activities designed to emphasize a deeper understanding of the content. In essence, the in-class instructional time now takes place at home, while the homework practice time happens during class.
Current Research: Flipping the 6th Grade Science Class
ABSTRACT This study examines the flipped classroom pedagogical approach on a sixth-grade science class. The study sought to answer if the flipped classroom practice has any academic, social and/or personal influence on students. Findings show that 14 of the 18 students improved academically and of that, 11 students improved by one whole letter grade. Other findings reveal students’ preference to actively learn together through exchanges and doing group tasks. The most revealing finding is that the flipped class made personal growth impacts in building more confidant students who identified what helps them learn better. Ultimately, this study seeks to better understand the discourse of flipped classrooms, and uncover what would best support student learning in classrooms, especially when there are time constraints in each class period.
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