A Field Guide for Implementing a Flipped Classroom

Autor/inn/en	Poulain, Pierre; Bertrand, Mickael; Dufour, Héloise; Taly, Antoine
Titel	A Field Guide for Implementing a Flipped Classroom
Quelle	In: Biochemistry and Molecular Biology Education, 51 (2023) 4, S.410-417 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Poulain, Pierre) ORCID (Taly, Antoine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21737
Schlagwörter	Program Implementation; Flipped Classroom; Educational Planning; Program Evaluation; Personal Autonomy; Active Learning; Cooperative Learning; Individualized Instruction; Student Needs; Student Evaluation; Documentation + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Bildungsplanung; Programme evaluation; Programmevaluation; Individuelle Autonomie; Aktives Lernen; Kooperatives Lernen; Individualisierender Unterricht; Schulnote; Studentische Bewertung; Dokumentation
Abstract	The way flipped classrooms are perceived and even practiced by teachers is sometimes approximate. For instance, while the COVID-19 pandemic has pushed many universities to adopt distance learning, flipped classrooms have often been mentioned as a solution in that context. This inducement maintains a confusion between flipped classrooms and distance learning that might be detrimental for students and teachers. Moreover, embarking on a new pedagogical practice such as flipped classroom could be intimidating and time-consuming for the newcomer teacher. For these reasons, this article aims to share some tips for implementing a flipped classroom, with examples from biology and biochemistry. Based on our experiences but also on the current scientific literature, we structured these advise around three phases: preparation, implementation, and follow-up. In the preparation phase, we advise planning early to invert time in class and outside the classroom, but also to say it explicitly, as well as to identify (or optionally create) resources for students to learn in autonomy. In the implementation phase, we suggest to (i) be explicit in the acquisition of knowledge and foster students' autonomy; (ii) explore active learning in class; (iii) develop cooperation and sharing skills; and (iv) differentiate teaching practices to adapt to student needs. Lastly, in the follow-up phase, we propose to (i) evaluate both student learning and the pedagogical setting; (ii) take care of the logistics and the teacher's posture; (iii) document the flipped classroom, and (iv) share the teaching experience. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01