How to practice the inverted classroom

27.09.2021

Think for a moment, what is the first image that forms in your head when the word education is mentioned to you? Most likely it is a teacher talking in front of a group of students or a school full of books. This is because for many years the teaching-learning model was based on the teacher, on memory and on the concept that each individual is a tabula rasa, that is, an empty book to be filled with information. With the 4th industrial revolution, of technological realities, this model had to adapt to a world full of easily accessible and automated information, where skills are developed more focused on solving problems such as Flip Learning or Inverted Classroom.  

The flipped classroom is a learning model that consists of changing the traditional classroom methodology with the use of technology or multimedia tools. It is said to be “blended learning” as it combines face-to-face and virtual study spaces. An example of an inverted classroom is that, instead of the teacher explaining the topics, the students previously review the multimedia material (videos, games, presentations, etc.) prepared and selected by the teacher, outside the classroom. Thus, the time spent in the classroom acquires a greater learning potential for students to solve questions, pose problems or develop activities.

The term inverted classroom, was initially proposed by Lage, Platt and Treglia in 2000 as inverted classroom (IC) and in 2012, the model was disseminated by Bergmann and Sams as flipped classroom model (FCM) or flipped classroom mainly in the United States in basic education. Similarly, in 2004 Salman Khan started a tutoring project on YouTube from which Khan Academy emerged, a website where you can find educational resources such as videos, texts and quizzes in various areas under the concept of the flipped classroom. So, how can you start practicing the flipped classroom? From C-Transmedia we share with you a brief example sequence:

1. Set objectives and content: define learning objectives and classify the contents that require learning by direct instruction (videoconferencing) and those that are best learned by experimentation. This involves planning active and collaborative tasks that develop complex mental activities within the classroom, where the teacher acts as a guide. In addition, you can notify the student about the objectives, the organization of the module, the methodology and some recommendations for self-study.
2. Encourage prior review of the material: to start, encourage students to review the multimedia material prepared in various formats, so that they have the opportunity to choose the ones that best fit their learning style and that are easily accessible.
3. Solve doubts and do practical exercises: in the other face-to-face sessions you can clear up doubts and approach experimental situations of practical use of the topic in question, varying the levels of complexity. In other cases, you can review in small groups the workshops or activities (that have been worked on individually in the out-of-class time) and make a brief synthesis presentation to the group.
4. Evaluate and collect evidence: perform evaluative exercises periodically and randomly, which allows you to stimulate the commitment to previous preparation and collect evidence of work. 

Like any pedagogical learning model, this one should be adapted and modified based on the resources and the socio-technological context of the educational institution. You can also take some recommendations that will be very useful to not fail in the attempt:

-Create a support or digital tool for the course: manage a website, a social network, blog, wiki or virtual classroom where, in addition to storing the course contents, there are spaces for discussion and communication among students and between teacher and students.  

Stimulates self-study: guides students on the appropriate way to visualize and approach the resources (presentations, videos, simulations, consultation of books, magazines, etc.) and even offers suggestions for note-taking (summaries, questionnaires, maps, etc.). In addition to offering guidance on the efficient use of time and concentration methods.

-Increases motivation: since much of the initial work depends on the student, it is very important that he/she has enough will to review and investigate the resources in their entirety, for this it is central to demonstrate the direct or indirect application of each of the contents and create an environment of interaction between peers.

-Create or improve digital content: there are multiple platforms and websites that allow you to create interactive videos or books, presentations or games that you can take advantage of so that the appropriation of the contents is greater. There are also a large number of educational resources such as repositories in which they have already created content that you can use, such as the aforementioned Khan Academy.  

 Complements other learning models: it combines the inverted classroom with other methodologies such as collaborative work, problem-based learning, project-based learning, gamification, virtual reality, etc.  

Current technological needs and conditions have transformed many aspects of people’s lives and education is no exception. Changes in education are processes that require forming new images about it and therefore new ways of thinking about it. To take the step towards the new you can start mixing traditional methodologies with other more recent ones and you will see that the motivation and interest of your students will improve. At C-Transmedia we promote educational innovation, join us and encourage you to explore all the possibilities of knowledge.  

References:

Martínez-Olvera, W. Esquivel-Gámez, I. Martínez, J. (2014). Aula Invertida o Modelo Invertido de Aprendizaje: Origen, Sustento e Implicaciones. In: Los Modelos Tecno-Educativos, revolucionando el aprendizaje del siglo XXI.

By Camila Quiroz
Innovation and Knowledge Transfer Area
C-Transmedia