The flipped classroom and flipped learning have been around for a while now, but those terms continue to generate some confusion. The flipped classroom has been somewhat controversial in that students watch videos or read online info at home and then participate in classroom activities which require that knowledge.
The rationale for this model of the flipped classroom is that school time can then be spent in creative applications of knowledge instead of its acquisition. Sadly, the brain doesn’t work that way. Front loading a stack of information is a sure way to overload the brain. And for struggling students, attempting to assimilate new information after a LONG day at school is mostly futile. Many of our at-risk students don’t have access to a computer or tablet. One variation on flipped classrooms is for students to produce these videos for classmates to watch, a kind of “jigsaw” cooperative learning process. Again, if the watching and learning process must occur after a long day, it’s usually counterproductive.
On the other hand, the flipped learning model is, to me, another way of describing authentic project-based learning. Teachers establish content and appropriate materials but create a flexible physical environment for group and individual endeavors. Students are provided rich opportunities for exploration and self-evaluation. In this role, teachers are facilitators, not lecturers. They must allow students to explore content by working with others (which can be noisy), provide continual feedback to guide the progress, and establish suitable evaluation procedures. This kind of teaching requires skilled and experienced educators who know where their kids must be going and can support unique ways for them to get there. I’ve seen this flipped learning modeled in classes of National Board certified teachers. Flipped learning is no small task for teachers or students.