What follows is an explanation of the Flipped Classroom Model, a model where the video lectures fall within a larger framework of learning activities. It provides a sequence of learning activities based on the learning theories and instructional models of Experiential Learning Cycles – http://reviewing.co.uk/research/learning.cycles.htm and Bernice McCarthy’s 4MAT Cycle of Instruction- http://www.aboutlearning.com/what-is-4mat/what-is-4mat.
The Flipped Classroom Model
Experiential Engagement: The Activity
The cycle often begins with an experiential exercise. This is an authentic, often hands-on learning activity that fully engages the student. It is a concrete experience that calls for attention by most, if not all, the senses.
Conceptual Connections: The What
Learners are exposed to and learn concepts touched upon during Experiential Engagement. They explore what the experts have to say about the topic. Information is presented via video lecture, content-rich websites and online text/readings. In the case of the flipped classroom as it is being currently discussed, this is the time in the learning cycle when the learners view content-rich videos. This is where and when videos such as those archived by Khan Academy, Neo K-12, Teacher Tube, or other video services are used to help students learn the abstract concepts related to the topic being covered.
Meaning Making: The So What
Learners reflect on their understanding of what was discovered during the previous phases. It is a phase of deep reflection on what was experienced during the first phase and what was learned via the experts during the second phase.
Demonstration and Application: The Now What
During this phase, learners get to demonstrate what they learned and apply the material in a way that makes sense to them. This goes beyond reflection and personal understanding in that learners have to create something that is individualized and extends beyond the lesson with applicability to the learners’ everyday lives.