Good morning. Recently my wife’s mother’s mother’s brother’s son’s wife
sent me an article which I have to share with you. ♪ Flipping Physics ♪
The article is about Flipped Learning. Now, I recognize that some of you are not aware of what
“Flipping” in Flipping Physics means. The “Flipping” in Flipping Physics is
not a pejorative, not an epithet, not even a euphemistic expletive.
The “Flipping” in Flipping Physics refers to the educational pedagogy of Flipped Learning.
The most basic description of Flipped Learning is that lectures are done at home and homework
is done in school. The locations of lectures and homework are flipped, hence “Flipped Learning”.
One of the main goals of Flipping Physics is to help physics teachers flip their students’
learning by providing them with free, high quality physics educational videos
they can use to flip their students’ learning. If you want to know more about the Flipped Model, I,
of course, have a video for you. Link. {point} Let’s talk about the article. It’s called
“Flipped learning: What is it, and when is it effective?” and it’s from the Brookings Institute.
The article is about a meta-analysis of flipped pedagogies. Which is awesome. I have always felt
that flipped learning is better than traditional in-class lecture-based learning. The majority of
my students have also shared that view. But that is really just circumstantial evidence.
Now we have a meta-analysis which analyzed 317 different studies that compared the
effectiveness of flipped and lecture-based courses taught by the same instructor. Link {point}
Here are some quotes form the article: “Is flipped learning more effective than
lecture-based learning? Yes, it certainly can be. Students in flipped classrooms performed
better than those in traditionally taught classes across all of the academic outcomes we examined.
In addition to confirming that flipped learning has a positive impact on foundational knowledge
we found that flipped pedagogies had a modest positive effect on higher-order
thinking. Flipped learning was particularly effective at helping students learn professional
and academic skills.” Well that just awesome. It’s good to have meta-analysis corroboration
that flipped learning is more effective than traditional lecture-based learning.
More from the article, “Compared to courses where all (or nearly all) class sessions followed the
flipped model (“fully flipped”), courses that combined flipped and lecture-based approaches
(“partially flipped”) tended to produce better academic outcomes.” This confirms feedback I have
received from students that continuing to have some in-class lectures is helpful for learning.
And, it makes it less daunting for teachers who are new to the flipped learning concept.
Very helpful news. One more quote from the article, “We found that students
in flipped classrooms reported greater course satisfaction than those in lecture-based courses.”
Uh, awesome. I really hope more teachers start flipping their students’ learning.
So glad to learn about this study. Thank you Bunny, for sharing it with me. Bunny is the name
of my wife’s mother’s mother’s brother’s son’s wife who shared the article with me. And, I just
had to share it with you. Thank you very much for learning with me today, I enjoy learning with you.
Bunny, I’m sorry. I know I messed up
one of the links in our relationship chain. Brother’s should be sister’s.
I take full responsibility for that error. Again, I’m sorry.