Active
Learning Through the Flipped Classroom
Making great
use of class time
When teachers think of what the best
way to invest class time is, they must think of active learning. And “active
learning refers to a broad range of teaching strategies which engage students
as active participants in their learning during class time with the instructor”
How can active
learning be attained? Students in the traditional classroom are beseeching
their teachers mutely not to desert them on their education; the flipped
classroom can be the way, according to Lewin (2020), to maximize, capitalize,
and potentiate F2F interactions with learners with practical tasks in the
schoolrooms. And this change in teaching paradigms is necessary because “flipped
learning is a pedagogical model where traditional instructional goals for what
happens inside and outside of class are reversed and student learning becomes
increasingly active”
Do teachers want
pupils to be at their lowest ebb when it comes to learning and active
participation in the classroom? In the miasma of traditional classroom teaching,
the active learning instructor is ready to break the paradigms. And the breakthrough
begins with putting Bloom’s taxonomy upsidedown (see picture above). With a
radical change like this, as Lewin (2020) states, education must develop higher
order thinking not lower order thinking. Lewin (2020) also insists on the
importance of becoming a facilitator not just a teacher; in this way the
instructor helps learners to comprehend new concepts, guides students to find
their own answers, and observes student development and the building of their
own knowledge that gets to be applied in other contexts when necessary.
What needs to
start happening? Active learning facilitators want to get their learners out of
the spot where they are being gagged and blindfolded by traditional education.
By setting students free, they can work on the first two layers of Bloom’s
taxonomy out of class; facilitators can then work with the other three layers
(application, analysis, and synthesis) and the capstone (evaluation) in class.
Now it is the time to, as Lewin (2020) says, to hold interesting experiences.
These tasks will empower students to maximize, capitalize, and potentiate their
learning aided by their teachers because this “allows more time for instructors
to interact with students, and students to interact with each other”
Perhaps
it is tell-tale as some educators uninterested in student learning have stated
before, but education can be fun for pupils as well for instructors when it
comes to flipping and active learning. As described by Lewin (2020), we have to
attain flipped learning a) to promote participation, b) to boost social skills
and student interaction, c) to fix learning in the middle of class action, d)
to favor independent and interdependent learning, e) to facilitate learning at
one’s pace, f) to use time effectively, g) to let students think in and out of
class, and h) to let absent learners advance at home. For very traditional
educators, there will be no elation in their gait to teaching, but “in an
active learning approach, students learn by doing”
References
Lewin, L. (2020, Setiembre 1). El Aula Invertida. Escuela
para Directivos. Buenos Aires, Argentina: ABS International.
Univerity of Minnesota. (2020, September 2). Active Learning. Retrieved
September 7, 2020, from Center for Educational Innovation:
https://cei.umn.edu/active-learning#:~:text=Active%20learning%20refers%20to%20a,individual%20work%20and%2For%20reflection.
Wagoner, T., Nechodomu, T., Falldin, M., & Hoover, S.
(2013). CEHD Flipped Learning Guide. Minneapolis-Saint Paul,
Minnesota, USA: College of Education. Retrieved Setiembre 7, 2020, from
https://academics.cehd.umn.edu/digital-education/wp-content/uploads/2017/05/CEHD-DEI-Flipped-Learning-Guide.pdf
Active Learning Through the Flipped Classroom by Jonathan Acuña on Scribd
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