It is characterized by being a blended or blended learning modality . This form of learning aims to use two tools, the virtual and the face-to-face, taking the best of them in each area.
It is a pedagogical model whose function is to transfer part of the learning and teaching process outside the classroom in order to use class time for the development of highly complex cognitive processes in order to favor meaningful learning.
The use of this model has been really favored for the potentialities that web 2.0 offers for the search, systematization, creation and publication of resources through the internet, thus opening the possibilities for the teaching-learning process and upsetting the models. traditional that students and teachers have.
Its foundations are based on dedicating class time to tasks where the student takes the leading role in learning (working collaboratively, solving problems, etc.) and not on carrying out purely theoretical explanations that can be done at home using different technological means. In this way, the adaptation to the different learning rhythms of the students is carried out.
This means that the flipped classroom does not represent a technique but a pedagogical model that allows enriching student learning.
Examples of flipped classrom
- Schedule discussions in class : for this, you choose a topic with which you want to work in class. Select a book, movie, report or program whose content is related to the topic. Prepare material before the reading, set guidelines for the debate, and suggest that your students take notes to be prepared for the debate.
Preparation and instructional work takes place at home, and class time is used so that all students have time to express their ideas.
- Create stories and post them on the blog : complement the lessons with content devised by yourself according to what your class requires at all times. There are platforms such as storify, which allows you to create interactive and visually powerful blogs that offer the possibility of combining with external links, Facebook posts, Instagram photos or tweets.
- Inverted classroom in video format : with these tools you can record lessons, create a YouTube channel and then share the link with your students so that they are the only ones who can view your YouTube channel. In case you don’t feel ready to appear in your videos, you can also choose to just record the lesson. It is important to note that this requires extreme creativity if you want to keep the interest of the students.
- The group-based reverse class: the previous reverse class type is combined here, but with the change it is done in the classroom: students are grouped to work on their corresponding assignment.
- The approach-oriented reverse class: students view the video in class. Then the teacher clarifies the doubts. Preferably with younger students.
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In this learning methodology, passive or theoretical elements are worked at home to present in class with a knowledge base that allows the teacher to carry out practical activities, knowledge analysis or formative evaluation.
For these activities at home, it is important that the teacher contributes the content corresponding to the activity to the student, in this way they become a creator or curator of their own content:
- Content creator : create your own specific content aimed at the knowledge and needs of the students in your classroom. In both cases, the instruments mainly suggested are the same, although for this there are technological areas destined to the creation of content.
- Content curator : select content established by others and free to use (or with their use permits) that conform to the knowledge you want students to acquire.
According to the tools used at home, they are very diverse, although video is one of the most used elements. Through YouTube (or its specific channel extracted by YouTube Edu subjects) vimeo, TED or specific MOOCs , audiovisual content is provided to students who possess the fundamental theory of the necessary knowledge they need to practice in the classroom. It is recommended that the duration of the videos is no longer than 15 minutes and that they be interactive so that they can be easily understood.