Skip all navigation and go to page content
NN/LM Home About NTC | Contact NTC | NTC Feedback |NTC Sitemap | Help | Bookmark and Share

Flipping the Flipped Classroom

The flipped classroom has been all over education news for the past few years, but a recent study presents a new finding on flipping the classroom.

In the current model of a flipped classroom, students read or watch videos about a topic and then apply what they learned to solve problems or complete projects. A new study from the Stanford Graduate School of Education says that we might just have that backwards. In this study of graduate and undergraduate students, half the students first read about the neuroscience of vision, while the other half first used a simulation tool to manipulate and explore neural networks. Then, each group of students did the other task. At the end, the students took a test and researchers found at 25-percent increase in performance in those who had the opportunity for exploration first. 

Paulo Blikstein, one of the study authors, says, “”We are showing that exploration, inquiry and problem solving are not just ‘nice to have’ things in classrooms. They are powerful learning mechanisms that increase performance by every measure we have.”

What do you think? Have you ever considered starting a class with some open-ended exploration? How did it work?