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Flipping the Classroom Part Deux

Back in September I wrote a blog post titled Mobile Learning and the Inverted Classroom. The basic concept behind the inverted-classroom model is that students watch lectures at home (via video) and do exercises in class the next day, with the teacher present, so that questions can be answered and problems solved on the spot. The goal is to increase student interaction with the material while they are with the teacher, and as one educator put it, ‘shift the cognitive load’, the explaining part of teaching, to the homework portion of teaching, thereby freeing up the teacher to tend to the individual needs of students.

Some say the flipped model is flawed because of the digital divide; however I’m not sure that applies when we’re talking about training the trainers in an academic setting. You will often see the flipped classroom referenced in the context of K-12 education, particularly in math. One of the links below talks about the flipped webinar specifically.

Below you’ll find links to blog posts written by educators about their experiences with flipping. Many of the posts remind us that flipping is a tool, not a panacea.

The Flipped (or Social) Webinar

How the flipped Classroom Is Radically Transforming Learning

The Flipped Class is Here to Stay

The Flipped Class: Shedding light on the confusion, critique, and hype

Why YouTube Will Never Replace Teachers

The Flipped Class Manifesto

The Flipped Class: Myths vs. Reality

The Flipped Class Network