A description of flipping the traditional teaching

The term Flipped classroom describes a flipping of the traditional teaching.

The pupils have a first "exposition" to the new academic material, outside of the lesson, usually in prior time through reading the aimed material or viewing specific videos.

This way the time of the lesson, the time that matches the staying of the pupils in the traditional class is used to make easier the very difficult work of assimilation of knowledge through strategies such as problem-solving, conversations and presentations ((Vanderblit University, Center for Teaching, Nashville, TN, USA).

Based on revised taxonomy by Bloom(2001), this means that pupils obtain the lowest levels of the cognitive processing (for the reception of knowledge and understanding) outside of class, focusing on the highest forms of the cognitive work ('application, analysis, synthesis and evaluation) in the class, where they have the support of their co-pupils and their educators. This model of the 'Flipped classroom" comes to antithesis with the traditional model in which the educator appears "on stage" and through lectures presents the theoretical approach with the students being called to assimilate the knowledge through homework.

According to the Center of Teaching and Learning of the university of Washington, the flipping of the classroom is a pedagocentric approach to teaching. Relying on this methodology, the time spent inside the classroom is "redefined" and is allocated in research, application and evaluation, so that it appeals in the best way to the specialised needs of every pupil.

The pupils gain control of the teaching procedure through the study of chosen educating material like articles, pre-recorded videos, research projects in time outside of school class. During class, the teachers acquir the role of the mediator of the teaching process, helping the pupils in the deepening and problem solving and personal or group work.

The benefits of the implementation of the "flipped classroom", according to the University of Duke are many. Some are:

  • Increased bonding with the knowledge of the student
  • Development of skills of higher though
  • Increased cooperation between teachers and students
  • Increased cooperation between students
  • Creation of opportunity to differentiated methods of learning

The pupils themselves, through flipped teaching have the possibility to study the theory many times and in their own pace. Also, they are given the possibility to assume more responsibility for their learning evolution and acquire personalized ways of understanding of approach.