翻转课堂， 魔力何在
黄静子教授，
University of Northern Colorado
DEFINITION OF THE FLIPPED CLASSROOM
(LARGE ET AL, 2000):
Definition
Restricted Definition
Inside Class
Outside Class
Traditional
Lectures
Practice Exercises and
Problem Solving
Flipped
Practice Exercises and
Problem Solving
Lectures
Questions & Answers
Questions & Answers
Group-Based/OpenEnded Problem
Solving
Closed-Ended Quizzes
& Practice Exercises
Broader Definition: the de-facto flipped
classroom
DEFINING FLIPPED CLASSROOM:
翻转课堂的定义
An educational technique that consists of two parts (Bishop & Verleger, 2013):
• Interactive group learning activities inside the classroom;
• and direct computer-based individual instruction outside the classroom
Interactive group learning
activities inside the classroom
An
educational
technique
direct computer-based individual
instruction outside the classroom
DEFINING FLIPPED CLASSROOM:
翻转课堂的定义
A mindset that directs attention away from teachers and puts it squarely on the students
and their learning (Bergmann, 2007):
personalizes
learning for all
students
gives teachers time to explore deeper learning
opportunities and pedagogies with their students;
makes learning (not teaching) the center of the
classroom; maximizes the face to face time in the
classroom.
transfers the ownership of the
learning to the students
Flipped:
not a
single way
翻转课堂模式
It is highly significant for teachers or the educators to understand the nature of the flipped
classroom model before they jump into this field.
Flipped classroom model is basically a cycle of learning which consists of a sequence of learning
tasks derived from the learning theories and instructional models of Experiential Learning Cycles.
VENN DIAGRAM OF SEVERAL STUDENTCENTERED LEARNING THEORIES AND METHODS
Bishop & Verleger, 2013
THEORIES: NOT NEW
• Learning Styles: individuals have unique learning styles, and that matching learning experiences with
particular learning styles improves educational outcomes;
• Peer-Assisted, Collaborative, and Cooperative Learning: “the acquisition of knowledge and skill through
active helping and supporting among status equals or matched companions” (Topping and Ehly, 1998)
• Cooperative Learning:
• Students work in teams toward the attainment of some superordinate goal;
• Labor is divided between team members, such that each individual takes responsibility for a different sub-goal.
• Individual contributions are pooled into a composite product to ensure that the goal is reached
• Problem-Based Learning:
• Learning is Student-Centered.
• Learning Occurs in Small Student Groups.
• Teachers are Facilitators or Guides.
• Problems Form the Organizing Focus and Stimulus for Learning.
• Problems are a vehicle for the development of clinical problem-solving skills.
• New information is acquired through self-directed learning
• Active Learning: “any instructional method that engages students in the learning process.” (Prince, 2004)
翻转课堂教学过程模式
翻转课堂教学过程模式
TIPS FOR TEACHERS USING FLIPPED
CLASSROOM MODEL
• In their recorded lecture, what contents are to be focused on most that would be more
helpful when the student will come to the class and apply the concept.
• The videos have to be interesting and engaging so that students of all levels and
understanding enjoy this part of initial learning of the new concept.
• You should also get aware of what technology you would need to assist you to apply
flipped classroom learning method.
• The next step after watching a video is of reflection. Students should be given an
opportunity to reflect over the concept they watched a video on. They should get
familiar with things like, how it is helpful, relevant and to what extent practical.
• Teachers should also be very cautious about one more thing which is the duration of
the each video. It should be short and precise which would make it easier for
students to digest the idea quickly.
FROM A TEACHER
I suggest that flipping is about getting students to learn content out
of class so when they come to class we can do something to use that
content knowledge.
But how do we encourage students to learn the content?
Flipping is really no different than what most of us have always
done in our classes…
we just don’t make them only read the textbook…
and we don’t call it “homework.”
RESEARCH ON THE FLIPPED CLASSROOM:
翻转课堂教学研究与教学效果
Based on Bishop & Verleger (2013), there exists 24 studies up to 2012, 13 of which are reviewed
by Bishop & Verleger:
• Students perceptions were relatively consistent;
• Opinions tend to be positive, but there were students who strongly disliked change;
• Students tend to watch the videos when assigned, and even when they were not;
• Students supplied with optional video came to class much better prepared: good news since
college students don’t complete reading assignments though learning gains are high for
information presented textually;
• Pre-class quiz, required by students, is highly successful practice;
• Students preferred live in person lectures to video lecture, but also liked interactive class
time than in-person lecture;
• Shorter, rather than longer videos were preferred.
RESEARCH BASED EXAMPLES AT THE COLLEGE
LEVEL (MORAVEC ET AL 2010)
教学案例
• Students were required to watch narrated PowerPoint videos and complete a worksheet
before class time.
• In class, students participated in alternating ten-minute mini-lectures and five to seven
minute active learning exercises.
• This led to a performance increase of 21% on exam questions related to the topics
introduced outside class with videos.
• While these results are encouraging, there are several shortcomings to this study.
• First, in-class activities still carried a lecture component, even though time was provided for
interactive activities.
• Second, the duration of the treatment was very short, and topics on both sides of the flipped
topics were still taught with traditional methods.
• This leaves open the question of whether similar results would be achieved across all
topics if the entire class were flipped.
RESEARCH BASED EXAMPLES AT THE COLLEGE
LEVEL (MORAVEC ET AL 2010)
教学案例
Day and Foley (2006) conducted their study in a senior-level computer
interaction course:
• They taught concurrent experimental and comparison sections of the
course, and matched sections on topics, assignments, and time on task.
• Students in the experimental section watched narrated PowerPoint
videos outside of class, and participated in interactive learning
activities inside class.
• Students in the flipped environment scored significantly higher on all
homework assignments, projects, and tests.
我的建议
• Approach instruction with a respect for context and history: 尊重现实与历
史。
• Outcome based instruction: flipped or not; 结果为主导的教学
• Align outcomes with activities and assessments in or outside the class; 课
堂活动，学习评估与预期结果相接和。
• Classroom instructional activities focus on students being engaged as
evidenced by student performance, flipped or not; 教学活动以学生展示学
习成果为中心。
• A variety of Instructional techniques, flipped or not; 多种教学方法与技巧。
• Based teaching on an understanding of learning. 教以学为指导
WHAT IS LEARNING?
何为学？
• How does learning take place?
• How do you know learning is occurring?
• If your students have not learned, have you taught?
TEACHING THAT IS ENGAGING
• Think-pair-share:
• Describe one occasion in you past student experience when you felt that the teacher was
“teaching” hard, but you did not gain anything.
• Describe one occasion in you past student experience when you felt that you did learn
something from the lesson taught by your teacher.
DESCRIBE WHAT YOU WOULD
LIKE YOUR STUDENTS TO GAIN
OUT OF EACH LESSON YOU WILL
TEACH?
• Knowledge;
• Performance;
• Cognitive development: thinking skills;
• Attitudes/dispositions towards learning and the targeted field of
studies
SOME CHARACTERISTICS OF TEACHING PRACTICE
THAT LEAD TO ACTIVE LEARNING
Areas for Consideration
COURSE ORGANIZATION AND
PLANNING
COMMUNICATION
FACULTY-STUDENT INTERACTION
SOME CHARACTERISTICS OF TEACHING
PRACTICE
THAT LEAD TO ACTIVE LEARNING
I. COURSE ORGANIZATION AND PLANNING
• Objectives that are clear to both you and your students;
• Design and implementation of instructional activities aligned with the
objectives
II. COMMUNICATION
• Clarity;
• Style, manner;
• Enthusiasm for subject
• Encouragement of critical thinking by students;
• Effective use of appropriate teaching techniques and teaching aids.
III.
FACULTY-STUDENT INTERACTION
• Nature of student participation;
• Extent of student interest and participation;
• Sensitivity to student reactions.
ENGAGING ACTIVITIES:
ORGANIZATION AND PLANNING
Objectives indicating observable outcomes:
• SWAT list five…
• SWAT conduct the experiment…
• SWAT explain how…
• SWAT justify… based on analyzing evidence …
Activities targeting the outcomes:
• In small groups, students search for evidence …
• Present their conclusion with the support of…
ENGAGING ACTIVITIES:
COMMUNICATION
• Clarity – use of multiple ways of communication: verbal, nonverbal, visual, board, pictures, etc.
• Style, manner: facilitator, encouraging, firm;
• Enthusiasm for subject: contagious sentiment;
• Encouragement of critical thinking by students: questions at
different cognitive levels: knowledge, comprehension, application,
analysis, synthesis, evaluation.
• Effective use of appropriate teaching techniques and teaching
aids: varies by content and topics
ENGAGING ACTIVITIES: FACULTYSTUDENT INTERACTION
• Nature of student participation - motivated learners
• Carefully thought out questions that help students see the
relevance;
• Leave room for students to explore and earn a sense of ownership;
• Extent of student interest and participation – everyone should be on
task most of the time:
• Pair/group work
• Active listening: tangible tasks for listening
• Peer evaluation
• Sensitivity to student reactions – students’ responses are valued:
• Utilize wait time;
• Acknowledge effort;
• Encourage elaborated explanation;
• Recognize new/different perspective;
• Promote peer response.