Course Description

Flipped Classroom is an instructional approach that utilizes technology to invert the traditional classroom model by delivering instruction outside of the classroom and using class time for activities such as discussion, problem-solving, and assessments. This approach allows students to access learning materials, such as videos, readings, and interactive simulations, at their own pace and convenience, prior to coming to class. This allows teachers to provide differentiated instruction in class and spend more time working with students on activities that are tailored to their individual needs and abilities.

This approach has been shown to be effective in increasing student engagement, motivation, and achievement. It also allows teachers to create a more student-centered learning environment, where students take more responsibility for their own learning, and teachers act more as facilitators and guides. The Flipped Classroom approach can be implemented in a variety of settings and subjects and can be used in conjunction with other instructional strategies such as project-based learning and blended learning.

The process through which educators plan their classes will undergo significant change as a direct result of the introduction of flipped classrooms. Typically, in the field of education, instructors will arrange classes in the following sequence: objectives, lecture, and evaluation. The planning process for a lesson begins with the establishment of learning objectives and outcomes by the instructor, continues with the formulation of a strategy for delivering content to students in the form of a lecture, and concludes with the formulation of evaluation criteria. Exams and papers were the more common forms of assessment, with some group projects tossed in here and there for good measure. As a result of the fundamental shift in the way in which instruction is delivered, it is essential that educators adopt a new strategy when developing content for flipped classrooms.

Participants will leave this course with an understanding of the concept behind flipped classrooms as well as the steps necessary to implement this concept into their own classroom curricula. According to one definition of this method, it is a pedagogical model in which the traditional lecture and assignment components of a course are switched around. Students watch brief video lectures at home before coming to class, and during class time they participate in hands-on activities, group projects, or debates.

Classrooms that are “flipped,” which literally means “turned upside down,” place an emphasis on active learning and student engagement. This provides the instructor with a greater opportunity to address varying student levels, student challenges, and differentiated learning styles while the class is in session. Participants will be able to confidently administer a “Flipped Classroom” lesson by the time this training is over since they will have a complete understanding of this novel approach by that point.

As a provider of courses, our goal is to improve the teachers’ professional skills and familiarize them with relevant websites that are associated with 21st-century teaching methods that place an emphasis on creative thinking through the use of engaging and thought-provoking workshops held in a welcoming environment.

Learning Outcomes

Successful graduates of the course will have the knowledge and skills to do the following:

• Participants will be able to understand the key concepts and principles of the Flipped Classroom approach and its potential benefits for students.
• Participants will be able to align instruction with curriculum and standards in a way that is consistent with the Flipped Classroom approach.
• Participants will be able to create and use digital resources effectively to support student learning in the Flipped Classroom.
• Participants will be able to design classroom activities and assessments that are interactive, engaging, and aligned with the Flipped Classroom approach.
• Participants will be able to provide differentiated instruction that meets the needs of all students in a Flipped Classroom setting.
• Participants will be able to monitor student progress and adjust instruction as needed to ensure student success in the Flipped Classroom.
• Participants will be able to evaluate and assess the effectiveness of the Flipped Classroom approach and make adjustments as needed to improve student learning.
• Participants will be able to incorporate technology in a way that enhances instruction and supports student learning in the Flipped Classroom.
• Participants will be able to create opportunities for students to reflect on their own learning, set goals, and self-evaluate their progress in a Flipped Classroom setting.
• Participants will be able to continuously evaluate and improve the Flipped Classroom approach to ensure its effectiveness in increasing student engagement, motivation, and achievement.

Course Details

 
TARGET GROUP

Professionals in the education sector (e.g., teachers, guidance counselors, principals, and administrators at elementary, middle, higher education, vocational institutions, kindergartens and pre-primary schools) and non-governmental organization (NGO) staff.

METHODOLOGY

A fostered methodology for implementing the Flipped Classroom approach includes steps such as identifying specific goals and objectives of instruction, creating or selecting digital resources and tools to deliver instruction outside of the classroom, preparing and planning interactive classroom activities and assessments, providing training and professional development for educators, providing ongoing support and coaching, monitoring student progress and adjusting instruction as needed, continuously evaluating the effectiveness of the approach, using technology in a way that enhances instruction, incorporating opportunities for students to reflect on their own learning and self-evaluate progress and make adjustments as necessary to improve the effectiveness of the flipped classroom approach. It is important to note that this methodology emphasizes the importance of alignment with curriculum and standards, the use of appropriate digital resources and tools, and ongoing support and evaluation. With this methodology, educators can create a more student-centered, interactive, and engaging learning environment that can increase student achievement, engagement, and motivation.

Course Objectives

• Enable participants to understand the concept of the Flipped Classroom model and grasp its advantages.
• Facilitate the shift from traditional classroom instruction to a flipped learning approach where instructional content is delivered outside of class and class time is dedicated to interactive and applied activities.
• Provide information about the digital tools and resources used in the Flipped Classroom model.
• Foster student-centered learning by developing students’ critical thinking, problem-solving, and collaboration skills.
• Teach time management and learning strategies to help students better manage their learning processes.
• Guide students in engaging in discussions, group work, and project-based learning to enhance classroom interaction.
• Teach assessment strategies to monitor student progress in the Flipped Classroom model.
• Enhance feedback-giving skills to provide students with effective feedback and encourage self-assessment.
• Inform parents about the Flipped Classroom model and collaborate with them to support student success.
• Address challenges that may arise during the implementation of the Flipped Classroom model and provide solutions.
• Encourage and support teachers in implementing the Flipped Classroom model in their own classrooms.
• Promote technology integration in education and develop digital literacy skills through the implementation of the Flipped Classroom model.

Tentative Schedule

Day 1 – ARRIVAL DAY

• Introduction to the course, the trainers and the week activities
• Icebreaker activities using drama for trust
• The determination of each participant’s individual requirements and objectives
• Identifying potential avenues for carrying it out in practice
• Brainstorming your own project
• Presentations of the participants’ schools

Day 2 – INTRODUCTION TO THE FLIPPED CLASSROOM

• Overview of the Flipped Classroom approach and its key concepts
• Research on the effectiveness of the Flipped Classroom approach
• Aligning instruction with curriculum and standards

Day 3 – TOOLS FOR EFFICIENT CLASSROOM

• Creating materials
• Techniques for creating and using digital resources in the Flipped Classroom
• Having knowledge of how to generate movies for students as well as of where they may be uploaded and stored is important
• Investigate additional instructional strategies for the Flipped Classroom by using social media platforms such as blogs, messenger, and others
• Hands-on activities to create and use digital resources

Day 4 – GROUP WORK

•  Techniques for designing interactive and engaging classroom activities and assessments
•  Understanding how to manage group work
•  Consulting with students and groups
•  Creating rubrics and student portfolios
•  Hands-on activities to design and plan classroom activities and assessments

Day 5 – ASSESSING FLIPPED CLASSROOMS

• Techniques for incorporating technology in a way that enhances instruction
• Techniques for creating opportunities for students to reflect on their own learning, set goals, and self-evaluate their progress
• Producing and distributing content
• Creating open education materials
• Hands-on activities to create opportunities for student-centered learning

Day 6 – FLIPPING THE CLASSROOM

• Discuss the various types of exercises that a teacher might do to evaluate the effectiveness of their flipped lesson
• Developing a policy strategy for the school to use flipped classrooms and incorporating technology into the academic program
• Participants’ project-based presentations
• Planning follow up activities, dissemination and exploitation of learning outcomes

 Day 7 – DEPARTURE DAY

• Summary and course evaluation
• Individual feedbacks
• Certificate ceremony
• Cultural activities

*The schedule describes likely activities but may differ significantly based on the requests of the participants, and the trainer delivering the specific session. Course modifications are subject to the trainer’s discretion. If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance.

Our courses usually include two cultural activities. Further information is available on the webpage of each course.