Flipped classroom: a methodology with great benefits

After spending a couple of years training in the Flipped Classroom methodology and investigating how to put it into practice in the classroom, I recognize that the result is being more than positive.

Why do I use the Flipped Classroom?

Well, to begin with, because this system proposes a fundamental change in the figure of the teacher: it goes from being the one who exposes, the one who knows; to take a role as a guide, as a companion in the learning process.

This modification affects another aspect that is very important for any teacher: the relationship he begins to have with his students. And the fact is that having time to go through the tables, approaching them, reading their work, pointing out what they are writing and observing the rhythm they carry gives us a much more real and personalized vision. In addition, it makes us more “human” in his eyes. We stopped being that distant figure that speaks from a platform to go down to their land and rub shoulders with them, maintaining, yes, respect and forms.

It has happened to me. Even with those more rebellious students who tend to reject any figure of authority. Approach us, observe their needs, be able to know them better. Only for that is it worth it.

But this methodology has more advantages. Another important one refers to the pace of learning. The fact that students have videos to learn means that they can see or stop them as many times as they need. If they have missed or if they have not had time to finish in class, they can follow the steps from home. And if the problem is that they want to go faster, we should only have more material prepared so that they can deepen as much as they want.

For the system to work, it is important to follow several recommendations :

  • That the videos are good and of a maximum duration of 10 minutes. If they were longer, on the web we have tools ( Play post, Edpuzzle ) that will allow us to divide them into several parts and insert questions.
  • Students must be notified of the work system that we will follow. For this, it is worth spending some sessions to explain in class and see the first videos in the classroom.
  • We must guide them when it comes to extracting the information from the videos. Students tend to copy everything, and it is not usually necessary.
  • Another fundamental step to get them to watch the videos at home is to know what consequences they will have if they do not and why it is important that they access the information before arriving at the next session. That is, it is better for students to know what they will use that knowledge acquired in the next class they have.

This last recommendation opens up a whole range of possibilities that could be related to active methodologies because the Flipped Classroom supports a wide variety of ways of working in the classroom: graphics to collect information, mental maps, collaborative work, Socratic seminars, preparation of exhibitions or of infographics, routines of thought, representations, dialogic gatherings, debates, work for corners …

If to all this we add a system of distribution of points and rewards, the involvement on the part of the students is guaranteed, the interest for the class increases and it is easy for the teacher to feel motivated to continue exploring new possibilities of work.

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