Monday, September 21, 2020

The Flipped Classroom

Cassie Roberts, PharmD
PGY1 Pharmacy Resident 
Sinai Hospital

The flipped classroom model is an approach to teaching that is both innovative and impactful. Traditionally, the typical classroom approach involves direct instruction from the teacher that is completed in the classroom, while students are sent home with assignments intended to apply what they have learned. In the flipped classroom, however, direct instruction from the teacher is completed in an independent manner, usually via pre-recorded lectures, and then the application assignments or activities are completed in the classroom. This method of teaching is essentially a timeline rearrangement of Bloom’s Taxonomy where the lower cognitive functions, which include remembering and understanding, are completed prior to class rather than in class.1 The higher cognitive functions, including application and analyzing, are done in the classroom with guidance from the teacher. This can include group discussions, practice cases, or even role-playing.

According to the Flipped Learning Network, there are four pillars of flipped learning that help guide educators to successful implementation of the flipped learning model.2 This is referred to as The Four Pillars of F-L-I-PTM, which stands for “Flexible Environment”, “Learning Culture”, “Intentional Content”, and “Professional Educator”. The first pillar, “Flexible Environment”, refers to the flexibility that is often required of educators seeking to flip their classroom. They must be physically flexible, since classroom arrangement may be necessary depending on the activity, and must also have flexible expectations. Since much of the initial learning is done at home, timelines for learning may have to adjust as well.

The second pillar, “Learning Culture”, reflects the switch from a traditional model where the teacher is at the center of guiding learning, to a model in which the students are at the center of their own learning. The students are engaged and are actively learning rather than passively learning, taking the information they learned independently and exploring them in greater detail while in the classroom.

“Intentional Content” is the third pillar and this refers to the importance of determining what ideas and concepts the students can learn on their own, and what would be better to delve into as a group with teacher guidance. This pillar is about maximizing classroom time, and, by extension, the various methods used to promote individual learning at home. These can include pre-recorded lectures, educational videos on the internet, learning modules, or several other activities. The goal here is not only that the content should be relevant to what is being taught but also that it is accessible to all students. For example, some students may not have internet at home. This doesn’t necessarily ban the use of internet videos, but rather goes back to the flexibility and adaptability of the teacher to make sure that all students are included and are able to participate.

The last pillar of flipped learning is “Professional Educator”. This pillar reminds us that, although the teacher is no longer at the center of learning in this model, that does not mean they get the day off! Teaching in a flipped classroom setting is very much an active process, with ongoing observation and assessments, providing feedback to students, keeping them engaged, as well as reflecting on the activity when its completed. A large part of this pillar is about reflection and collaboration with other educators to improve their teaching methods and instructional design.

Research indicates that while the flipped classroom model may not necessarily improve student academic performance, compared to traditional methods, it doesn’t hurt student performance. The model has been well-received by students and promotes student engagement and empowerment to take charge of their own learning. One study completed at the University of North Carolina Eshelman School of Pharmacy compared student perceptions and academic performance in a pharmacotherapy course delivered in a traditional manner one year, to the same course delivered via a flipped classroom the following year.3 It found that, while there were no significant differences between final examination scores, there was a significant increase in students’ support for this model and the belief that learning the material prior to class better enabled them to apply their learning while in class. In addition, a survey conducted prior to the execution of the flipped classroom showed that only 34.6% of students indicated that they preferred this format, while the same survey conducted after the execution of the flipped classroom showed that 89.5% of students preferred this format.3

The flipped classroom is an alternative method of learning that enhances student engagement and allows them to take a more active role in their learning. While there will always be a place in the classroom for traditional approaches to teaching, flipping the classroom gives us the ability to utilize another teaching modality.

References

1. MSU: Office of medical education research and development [Internet]. East Lansing: Michigan State University. What, why, and how to implement a flipped classroom model; [cited 2020 Sept 18]; [about 6 screens]. Available from: https://omerad.msu.edu/teaching/teaching-strategies/27-teaching/162-what-why-and-how-to-implement-a-flipped-classroom-model

2. FLIP learning [Internet]. Flipped Learning Network. Definition of flipped learning; 2014 March 12 [cited 2020 Sept 15]; [about 3 screens]. Available from: https://flippedlearning.org/definition-of-flipped-learning/

3. McLaughlin JE, Griddin LM, Esserman DA, Davidson CA, Glatt DM, et al. Pharmacy student engagement, performance, and perception in a flipped satellite classroom. Am J Pharm Educ. 2013 Nov 12; 77(9):196. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3831407/

No comments:

Post a Comment