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Does Flipped Learning work? Should all teachers implement it?

Rather than affirming whether it works or not, it is better to ask: how can the benefits of the model be exploited?

Before you “invest” something, you need to spend enough time researching and identifying what might work best for each particular class (Gorman, 2012). The more didactic courses, those with a lot of content at the lower end of Bloom’s taxonomy – the remembering or understanding categories – are the ones that are likely to benefit the most from this model (Bergmann & Sams, 2013, p. 16).

How does it work? Do I just need to make videos?

As mentioned above, Flipped Learning is not about how to use class videos, but about how to best use classroom time with students (Bergmann & Sams, 2013, p. 16). In addition, it should be considered that explanations or direct instruction is not the only thing that teachers can invest, they can also remove other activities from the learning space, such as evaluations or practice exercises. If not “I will teach the class.”


What is my role in the classroom?

The teacher remains the cornerstone in this model. Flipped Learning involves a great deal of redesign of materials, activities, evaluations, etc. and to rethink how to effectively use the learning space in the classroom. That is why a professional educator is needed to define what and how to change instruction, and to maximize face-to-face time with their students. The teacher goes from being the sage on the stage to the guide on the side (King, 1993, p. 30).

How can I make the most of my time with students in the classroom?

The main reflection must be made in relation to two questions:

  • Where in the learning cycle is face-to-face time most necessary for students: during explanation or when trying to understand and apply knowledge?
  • With the use of technology, how much of the instruction can I send outside of the classroom to increase the value of face-to-face time?

The teacher must evaluate the contents of the subject, the performance of his students in the classroom, the evaluations obtained in each subject, among other elements of his class that help him determine how to implement Flipped Learning.


How to ensure that students see the content? What do I do if they don’t and come to class unprepared?

It is possible to collect relevant data on the interaction of students with the materials to be reviewed (most content delivery platforms do), data so detailed that teachers can use to prepare their next class and differentiate instruction where necessary . There are also other tools such as the WSQ model developed by Professor Crystal Kirch; This organizes content and materials, keeps a record of the materials that students are viewing, gives a structured time to discern each instruction, collects feedback given by students, in addition to preparing and facilitating the discussion that will take place during class.

Source: Observatory of educational innovation Tecnológico de Monterrey

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