Flipped Classroom

The Flipped Classroom Explained

The flipped classroom approach facilitated by Global LT is a form of language learning where a portion of the traditional face-to-face instruction is replaced by web-based online learning.  It is not a methodology but rather a way of organizing learning and the learning content to bring greater benefit to both the learner and instructor. In a traditional teaching approach, students at home are able to memorize information and check their understanding of the material, while in class they can apply their knowledge, analyze, and evaluate material with a teacher. Generally, the most difficult work takes place when the teacher is present. The purpose of flipped learning is to use technology as a teaching resource for when the teacher is not present. In this way, a student’s higher-order thinking skills can be used at home instead of solely in the classroom, and the focus of class can be on tasked-based learning. (EFL Magazine)

Although the concept of a flipped classroom originated in the 1990s, technology wasn’t advanced enough for the idea to take off until about 2008 when two High School teachers (Berman and Sams) assigned pre-recorded video presentations to students who frequently missed class. They coined the term “Pre-broadcasting,” and students began viewing the presentations before school so that they could then discuss, experiment, and receive assistance with the material from their teacher. (Flippedclass.com)

Since its origin, academic settings have been applying the flipped classroom model to teaching and seen great improvements in student learning. According to the Flipped Learning Network, 71% of teachers who flipped their classes noticed improved grades, and 80% reported improved student attitudes as a result. In addition, 99% of teachers who flipped their classes stated that they would flip their classes the next year.

As Dr. Rachel Tuston states, flipping a classroom places learning responsibility on the students and makes the learning student-centered. Lessons and content are more accessible, which promotes a more active role for the student in their own success. (Learnlight) Not only does it provide students with the opportunity to reflect on material learned on their own time without the pressure of class, but it also allows students to have more productive time with their instructors after the web-based learning sessions. (Dexway) For best results, Global LT recommends a ratio of 30% instructor-led, 60% eLearning, and 10% practical application.

In an effort to better integrate this teaching approach into Global LT’s language learning programs, we are developing a flipped classroom framework within our GLTPortal along with pedagogical support resources. Both our online lesson plan library and our GLTPortal flipped framework will allow instructors to accomplish a more structured, student-centered language learning program by providing pre and post assignments to students. For more information, CONTACT US.

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