Theoretical Framework: The Flipped Classroom

4139TfPrwyL._SX322_BO1,204,203,200_The concept for the flipped classroom came from teachers who were frustrated with students unable to translate concepts and contents from lectures into their own independent study when completing homework. This concept takes the traditional form of classroom lesson where the teachers deliver a structured lecture introducing concepts to students who then apply them at home through homework.

Here teachers take advantage of modern technology to provide recorded lectures for students to review at home and then in lesson they apply this content. This allows teachers to be present to answer questions and provide support with any concepts students struggle to connect to.

“The time when students really need me physically present is when they get stuck and need my individual help. They don’t need me there in the room with them to yak at them and give them content; they can receive content on their own.” (Bergmann and Sams, 2012 pg.6)

This model improved upon inquiry based learning systems that were already used throughout the school. This set up however allowed these inquiry-based learning projects to provide even more in depth approaches to this allowing students more opportunity for self reflection and questioning through their studies.

“When we began flipping our classrooms, we quickly realized that we had stumbled on a framework that enables teachers to effectively personalize the education of each student- the goal of educators since the concept of individualized learning first appeared. .” (Bergmann and Sams, 2012)

Student mentors can take forward this flipped classroom model producing content for students to review at home so students can then bring questions to the classroom allowing for better discussion one to one on how to implement concepts into their designs.

Bergmann, J., Sams, A., 2012. Flip your classroom: reach every student in every class every day. International Society for Technology in Education, Eugene, Or.

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