By now, you have hopefully heard of the flipped classroom method and may have even implemented some of the strategies in your own classroom. If not, follow this link for an in-depth look at the flipped classroom.
The purpose of this blog is to:
1. Provide a clearer definition of the flipped classroom method and how to incorporate this model into the higher education environment.
2. Showcase a model developed by Dr. Russell Mumper, Vice Dean and professor in the UNC Eshelman School of Pharmacy at the University of North Carolina at Chapel Hill.
The Flipped Classroom
“In essence, ‘flipping the classroom’ means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates” (Brame,n.d.). Accessing content outside of class, provides time for instructors to question individual students, probe for misconceptions concerning content, and clear up incorrect ideas. With the flipped classroom model, students arrive at class prepared to work with their professors and fellow classmates on complex problems.
For additional information and applications of the ‘Flipped Classroom’, you can view the video produced by Pennsylvania State University below.
Dr. Russell Mumper (Flipping Works)
K-12 classrooms have been the frontrunners in restructuring their traditional classroom models and adopting the flipped classroom method. In higher education, classes are generally lecture driven, student class population is large, and the curriculum tends to be less student engaging than in K-12 education. But that did not dissuade Dr. Russell Mumper, Vice Dean and professor in the UNC Eshelman School of Pharmacy at the University of North Carolina at Chapel Hill from restructuring his pharmacy class from a traditional lecture based course to a flipped class.
Dr. Mumper began by recording 25 of his lectures, with echo360, which he will then repurposed in his future classes to allow out of class viewing. Instead of spending class time dispensing content via lecture, his students come to class ready to engage in rigorous discussion, peer research, and associated activities. To answer the proposed question, does the flipped classroom approach increase student test scores, Dr. Mumper’s research suggests a resounding yes! Dr. Mumper discovered that students’ test scores increased 5 percentage points as a result of the flipped classroom. Dr. Mumper organized his 75 minute class into four active learning exercises: assessment, pair and share, student presentations, and quiz. To read an interview of Dr. Mumper, conducted by EDTECH Magazine, follow this link: 86% of UNC Chapel students prefer the flipped classroom
Brame, C. (n.d.) Flipping the Classroom. Retrieved from: http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/