Five Reasons FOR the “Flipped” Classroom

by | Jun 22, 2012 | Project Based Learning

Over the years StratoStar has developed materials for Educators to engage students with hands-on project based STEM activities utilizing high-altitude ballooning missions.  We have try to keep up with the latest trends used by teachers to engage students in learning.  This is a two part series on what we have learned about the “Flipped Classroom.”

In recent years, some teachers have been flipping the typical classroom-teaching model on its head, using technology to give lectures outside of class time and spending more time in classroom focusing on work and activities. This is called the Flipped Classroom model. Teachers record their lectures through video and upload them onto the Internet, allowing their students to access them whenever they are able. This means that teachers spend class time working closely with students as they work projects and activities that help them engage the content they viewed outside of the classroom.

The jury is still out on whether this new way of doing things is better than more traditional models, but here are five reasons why teachers are finding this Flipped Classroom model beneficial:

  1. Students can learn at their own pace– When a student falls behind, they often stay behind while the rest of the class continues with the lectures. The Flipped Classroom model presents lectures to students whenever they want/need to access them, allowing them to remain stress-free as they continue learning at their own pace.
  2. Teachers work closely with students in the classroom– Teachers can spend time in the class room working closely with students, ensuring the advancement of their learning by answering individual questions from students as well as helping them understand concepts taught in the video lessons.
  3. Students engage concepts with peers– The typical classroom model allows for minimal peer engagement: students attend class for lectures and then do their work at home. The Flipped Classroom allows students to view the videos at home and then work with their peers on projects during class time. This increases concept engagement, teamwork skills, and peer understanding.
  4. Student frustration levels remain low– With the standard model, students who did not understand the lecture fully would get frustrated when doing their homework at home, resulting in incomplete work. This new model allows the students to ask questions in classroom, reducing frustration levels and ensuring a higher work completion rate. The less frustration a student has on a subject, the more they will be willing to continue learning.
  5. Teachers can group students together– While students work during class time, teachers can assess the lesson level each student is at and can group students together based upon that level. This allows the students to learn and advance together.

This new, upside-down model is proving to be very beneficial as it promotes student learning and incorporates a relaxed learning environment that enables students to continue advancing in their education.  Next week we will talk about five reasons AGAINST the flipped classroom.