The traditional classroom environment has been built on the concept of in class lectures and instruction, followed up by supporting work – homework, essentially – performed outside the classroom environment.
This type of learning can sometimes take the form of classes that consist mostly of explanation of content. What can result is lessons that focus too much on lecturing and too little time on activities that allow students to work in small groups or independently on an instructor-assigned project.
Rather than maintain an instructional environment that’s focused entirely on the teacher, some trainers have chosen to follow the model of the flipped classroom, which is more learner-focused and frees up time during class to approach topics more deeply and to create expanded opportunities for learning, in which trainees are provided with instructional content outside the training seminar setting. These can often take the form of online video lessons, digital research, online collaborative discussions and text readings.
During the actual training session, trainees participate in activity learning or performing what might otherwise be considered homework. Such activities can include concept practice, skill development, project-based learning and peer reviewing.
While most flipped classrooms can be found in schools and colleges, the model is still applicable to the business training setting. Rather than spending valuable time having employees watching training videos during the time set aside during the workday, these presentations can be assigned as advance work.
Instructional time can then be spent building a more personal rapport with trainees, who are better able to not just evaluate their learning, but who more effectively acquire knowledge through their participation in class discussions and activities.
Have you tried the concept of “flipped classroom” yet? Did it work for you? Leave us feedback below.