You are here:

The Flipped Classroom: A Twist on Teaching
ARTICLE

,

Contemporary Issues in Education Research Volume 9, Number 1, ISSN 1940-5847

Abstract

The traditional classroom has utilized the "I Do", "We Do", "You Do" as a strategy for teaching for years. The flipped classroom truly flips that strategy. The teacher uses "You Do", "We Do", "I Do" instead. Homework, inquiry, and investigation happen in the classroom. At home students participate in preparation work including watching videos, PowerPoint's, and completing readings. After completing the preparation work, students arrive in class ready to start solving problems, analyzing text, or investigating solutions. The flipped classroom is fairly new in the teaching field as a strategy for teaching. It has been used by teachers from elementary school to graduate school. As with most strategies, the flipped classroom has a variety of ways to implement in the classroom. This article is a case study of the flipped classroom. It reviews and provides research on the implementation of the flipped classroom. In addition, the article provides a variety of implementation methods and tools to be utilized in a flipped classroom. As with all teaching strategies there are advantages and disadvantages to the flipped classroom which are explained as well.

Citation

Schmidt, S.M.P. & Ralph, D.L. (2016). The Flipped Classroom: A Twist on Teaching. Contemporary Issues in Education Research, 9(1), 1-6. Retrieved April 21, 2019 from .

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords