Flipping The Classroom: Turning An Instructional Methods Course Upside Down

Abstract

Higher education and teacher education in particular are entering a time of transformation. With major forces like shifting demographics, new technologies, and the move from an industrial to an information society, teacher educators need not only to prepare teachers for new ways of teaching, but also must adopt and model best practices for these new teaching methods. This study examines how several key strategies from Flipped Classroom theory can be adapted to an instructional methods course. Findings show that with careful curriculum design, both content and methods learning objectives can be taught and mastered with Flipped Classroom methods.

Exploring the Efficacy & Suitability of Flipped Classroom Instruction at School Level in India: A Pilot Study

“…Even though, many empirical works/studies have already proven the positive impact of flipped instruction at higher education, teacher education levels, very few attempts have been made at school level. Recently, Marks (2015) has advocated for flipped instruction in Teacher education citing the advantages of proactive planning, blended pedagogy, streamlined online courses and learner's active engagements for adult learners/teacher trainees, but can we really replicate these at school level. Researchers have categorically highlighted on the strengths of active and collaborative learning, problem-based and project based learning through flipped mode of instruction at the university level, which significantly enhance the learners' engagements and performances (Du, Fu, & Wang, 2014).…”

Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm

“…An important benefit of quizzes is that they have been shown in a number of studies to improve students' long-term recall of content from academic lectures as compared to additional study sessions or to not reviewing the contents of the lecture (Butler & Roediger III, 2007;Roediger & Karpicke, 2006). Moreover, computer-based quizzes enable instructors to better facilitate learning by helping them to gauge the proportion of students who are struggling with understanding the course material, thereby enabling the moderation of instructional content and pace accordingly (Marks, 2015). For reasons such as these, quizzes may serve as a valuable component in online learning environments in which learners are required to complete computer-based assignments for homework and to engage in collaborative learning activities during live class sessions.…”

Action research as a tool of teaching ESP in a flipped learning environment

“…Additionally, due to the extra time obtained by removing content delivery from in class sessions, instructors connect personally with their students; and thus, they gain insight into their students' learning (e.g. Correa, 2015;Filiz & Benzet, 2018;Lo& Hwang, 2018;Marks, 2015). As Bergmann and Sams (2012) emphasize, those mini conversations held with individuals or particular groups, who have difficulty in the same content, result in just-in-time instruction when learners feel exactly ready to learn.…”