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Bo: Hey, guys.
Billy: Hey, Bo.
Bobby: Hi, Bo.
♫ (lyrics) Flipping Physics ♫
Mr. P.: Ladies and gentlepeople, the bell has rung;
therefore, class has begun;
therefore, you should be seated in your seat
ready and excited to see the difference
between a traditional and a flipped AP Physics C Class.
Billy: AP Physics C.
Bo: Calculus, sounds like fun.
Bobby: Maybe someday.
Billy: Absolutely.
Mr. P.: On your left is a traditional classroom
and on your right is a flipped classroom.
Really? We had to flip the word flipped didn't we?
That's just cheesy. (splat)
Okay. That just makes it worse.
(laughter)
Bobby: That's my fault.
I thought it would be funny.
Billy: I thought it was funny.
Mr. P.: Uh, no, Bobby, just cheesy.
Okay. So the difference between a flipped
and a traditional model in its most basic sense.
Traditionally, lectures are done in school.
Under a flipped model,
those lectures are instead done at home
via some sort of online video usually,
and the bookwork which is traditionally done at home
is now done in school.
Where the lectures and bookwork are done are flipped,
hence the word flipped.
There's more to it than that
which is why we have this video.
Bo: Mr. P., when were those videos taken?
Mr. P.: Good question, Bo.
Mr. P.: These two videos were taken
approximately a year apart
and cover pretty close to the same material.
We're going to now take a look
at the traditional class
and what we're going to see now is
a timelapse video of the entire 87 minute class.
So you're going to see it move by pretty quickly
and the idea here is so you can see
what happens during the traditional class.
(fast forward)
Mr. P.: Actually, let's pause
with one minute left in class
to show you the only thing that we did
in this traditional class
that was not lecture, one formative assessment.
What is funny about this is
that in the flipped class,
we actually started where
the traditional class ended
because the students had already received
this lecture at home.
In fact, in the flipped class,
we had time for two formative assessments
instead of just one,
and we also had time for a summative assessment
in the form of a quiz.
Bo: Awesome. More time for quizzes.
Bobby: Yeah, awesome.
Billy: I agree.
Mr. P.: Guys, remember that quizzes aren't
just for grades.
Quizzes also help teachers keep track
of what students are or are not understanding.
However, the main thing a flipped class provides
is time for the students to work
to understand the material
while the teacher is there so that they can ask
the teacher questions in a small group setting.
Because the teacher is able
to communicate with the students more,
the teacher is more aware
of the student's understanding
of the material.
You can see how in the flipped class,
the students are continually asking me questions
as I wander about the room.
Oh, and while students are asking questions
in the flipped class,
you couldn't see that in the traditional class,
I've actually rewound it,
so that you can watch me lecture, lecture, lecture.
Billy: That's pretty cool.
There's more time for asking questions
about the homework problems.
Mr. P.: Actually, we have to call it bookwork now
because it isn't primarily done at home any more.
Some of these students aren't just working on bookwork.
They are also working to finish up a lab
that we took data for in the previous class.
In a traditional classroom,
they would have to complete the lab at home;
however, because there is more time
in a flipped class,
they can ask the teacher questions
during class about analyzing the data
from their labs.
I found that this makes students
more efficient in their work
because they spend less time at home
spinning their wheels
when they don't understand something.
Notice that sometimes I did still need
to stop everyone and talk to the group
as a whole perhaps to cover something
that I thought that a lot of people
were not understanding.
Another thing to notice is
that the two videos were taken
from completely different perspectives.
The different camera locations are necessary
because traditional teaching
is more teacher-centered,
whereas, flipped teaching is more student-centered.
This is because traditionally the teacher
is standing at the board for most of the class;
however, when the class is flipped,
the teacher spends most of their time
with the students at the lab tables and desks.
One thing that you may not have noticed
in the traditional lecture
was that there was a demonstration.
Let's skip to that for a moment.
Now, there is a major difference
in the way demonstrations can be done
in a flipped class.
The students have already seen
the demonstration at home
and in class they get an opportunity
to see the demonstration up close.
They can touch the demo
and they can ask questions about it
in a small group setting
which is a lot more comfortable.
Also, we had time to do a second demonstration
in the flipped class
that only sometimes in the traditional class
we had time to do.
Again, this was because the flipped class
allows more time in class
for things other than lecture.
Oh, I also had some parents who watched
the flipped lectures at home.
This helped parents to know exactly
what we were doing in class.
Let's take a moment and just listen
to the differences between the two.
Again, traditional teaching
is more teacher-centered so you'll hear me lecture
most of the time;
however, flipped teaching is more student-centered;
therefore, you will hear the students being
actively engaged in their learning
rather than passively watching me lecture.
We can start with Ampere's Law
closed loop integral[ b.ds=mu not ] times the current
on the inside.
Okay. Let's see.
We know B is up.
ds is also up; therefore,
(students talking)
Mr. P.: In summary, the flipped,
Oh, really?
(laughter)
You guys had to do this, huh?
Mr. P: Oh, wait. I got it.
(laughs)
Okay, in summary, the flipped classroom
is more student-centered.
Students can be more efficient.
It allows more time for students
to ask their teachers questions.
There's more time for assessments
and in case you missed it,
the flipped class can be a lot more relaxed and fun.
I think everybody learns better
when they are more relaxed.
Bobby: I guess that's why I decided
to take your Flipping Physics class.
Billy: Me too.
Bo: Oh, all right. Me too.
Mr. P.: Thanks, guys.
It means a lot.
Thank you very much for learning with me today.
I enjoyed learning with you.
In case you missed it,
at FlippingPhysics.com you can find
a whole bunch of videos that Physics teachers
can use to flip their classes.
Please use and enjoy.
(splat, splat, splat)
(slurp, slurp, slurp)
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Showing the Differences between a Traditional and a Flipped Classroom

1282 Folder Collection
張如婷 published on June 6, 2014
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