ASSIGNMENT – 1

Name – R.SHALINI DEVI

Reg no - 9920115040

Sub Name - Service Marketing

Sub Code - MBA18R8211

Title - Global and National perspective and

student flipped strategy implementation
➢ Flipped classroom is a “pedagogical
approach in which direct instruction
moves from the group learning space to
the individual learning space, and the
resulting group space is transformed
into a dynamic, interactive learning
environment where the educator guides
students as they apply concepts and
engage creatively in the subject matter”
(The Flipped Learning Network, 2014).
 In traditional learning, lower level of learning such
as remembering and understanding is happening
in class, while students are usually left to work on
activities that involve higher level of learning
outside of classroom. However, in the flipped
classroom model, learning is flipped. As you can
see from the pyramid, students can finish the lower
level of cognitive work before class. And when they
come to class, they can engage in higher cognitive
levels of learning with peers and teacher present.
The concept of flipped classroom was first brought
up by Jonathan Bergmann and Aaron Sams, who
were both high school chemistry teachers. In their
book: Flip your classroom: Reach every student in
every class every day (2012), they discussed a
couple of reasons why teachers should consider
flipping (p.20-33):
▪ Flipping speaks the language of today’s students.
▪ Flipping helps busy students.
▪ Flipping helps struggling students.
▪ Flipping helps students of all abilities to excel.
▪ Flipping allows students to pause and rewind
their teacher.
▪ Flipping increases student-teacher interaction.
▪ Flipping allows teachers to know their students
better.
▪ Flipping allows for real differentiation.
▪ Flipping changes classroom
management.
▪ Flipping changes the way we talk to
parents.
▪ Flipping educate parents.
▪ Flipping makes your class transparent.
▪ Flipping is a great technique for absent
teachers.
▪ Flipping can lead to the flipped mastery
program.
A sidebar in this book also cites 5 “bad reasons for
flipping your classroom” (p.21). It is important for
teachers to move beyond these perceptions.
✓ Because some guys who got a book published
told you to.
✓ Because you think it will create a 21 st-century
classroom.
✓
Pedagogy should always drive technology, never
the other way around.
✓ Because you think you will become cutting edge.
Flipping does not necessarily use the latest
technology.
✓ Because you think flipping your classroom
exempts you from being a good teacher.
✓ Teaching is much more than good content
delivery.
✓ Because you think it will make your job easier.
Flipping will not make your job any easier.
Jeff Dunn (2014) has wrote a short piece on “The 6-step guide to flipping your
classroom”, which presented 6 easy steps for implementing flipped classroom.

Plan
❖ Figure out which lesson in particular you want to flip. Outline the key
learning outcomes and a lesson plan.
Record
❖ Instead of teaching this lesson in-person, make a video. A screencast works.
Make sure it contains all the key elements you’d mention in the classroom.
❖ In Bergmann and Sams’ book (2012), they also pointed out that do not make
a video just for the sake of making a video.
❖ Only do so when you feel these are appropriate and necessary. It all depends
on the educational goal of your lesson. If making videos better facilitate your
instructional goal, then go ahead.
Share
❖ Send the video to your students. Make it engaging and clear. Explain that the
video’s content will be fully discussed in class.
Change
❖ Now that your students have viewed your lesson,
they’re prepared to actually go more in-depth
than ever before.
Group
❖ An effective way to discuss the topic is to
separate into groups where students are given a
task to perform. Write a poem, a play, make a
video, etc.
Regroup
❖ Get the class back together to share the
individual group’s work with everyone. Ask
questions, dive deeper than ever before.
❖ After the six steps, Review, Revise, and Repeat!
❖ Some other strategies that can be used in in-
class activities include:
❖ Active learning. Allow students to apply concepts
in class where they can ask peers or instructors
for feedback and clarification.
A most recent systematic review (Chen, Lui, and
Martinelli, 2017) examined 46 articles on the
effectiveness of flipped classrooms in medical
education with different learning outcomes.
The effect of flipped classroom
 This review suggested inconsistent findings
regarding the effects of flipped classroom in student
learning, with some suggesting benefits while others
reporting negligible improvement over traditional
teaching methods.
Perceptions of flipped classroom
 “Students were generally satisfied with the approach,
particularly the usefulness of the online modules,
because of easy access to resources for self-paced
learning” (p.590).
Attitude changes after using the flipped
classroom
 Positive changes were reported in this review
study. Studies have suggested that medical
students reported increased enjoyment,
decreased boredom, and greater task value in
flipped classroom.
Knowledge, skills and behavior changes with the
flipped classroom curriculum
 Mixed results were detected regarding
students’ changes in knowledge and skills with
the flipped classroom versus the traditional
lecturing. Similar to student learning outcome,
some studies found positive results while
others suggesting no differences.
 This review further provided several suggestions
for future research. First, future research in flipped
classroom and
 medical education should try to take students’
compliance with the flipped classroom requirement
into account. Other confounding variables may
include time spent in class, outside of class and in
clinical work. Second, future research could
examine the differences of flipped classroom on
knowledge requiring different cognitive levels.
Third, future research could use change in attitude
as a moderator to examine the effect of flipped
classroom on knowledge
 acquisition. Finally, students’ knowledge retentions
and transfer of knowledge to professional practice
would be worthy of examination.