Why Flipped Classroom?
By shortening the grammar school to eight years and the Bologna reform, there is also less and less time available to schools and universities in order to carry through the learning material comprehensively.
At the same time, appealing instruction would be required, which leaves no one overstrained. Innovative learning models that increasingly integrate digital media into their methodologies, for example, in the form of individualized learning videos, can help to make the short learning period more productive and to increase the interest in learning. Today, teaching and digital media belong together.
What is Flipped Classroom?
In the “flipped classroom” model, for example, the content of the lessons is conveyed to the pupils and students in preparation for the lesson with the teacher or lecturer, for example through videos.
At this year's ICM conference at the University of Marburg, I have been in contact with numerous teachers and lecturers who have described their positive experiences with this teaching concept.
Teachers have more time to go to students
Above all, the time gained in the classroom, which can be used for discussing or deepening a specific topic or question, is viewed as positive.
Teachers have more time to tackle the individual problems of each individual and have been thrilled about how this affects the motivation of their students.
Students can work independently and creatively at home
In the independent development of given topics at home students and students in the Flipped Classroom model can let off steam creatively and develop their potential.
After the Concept already successfully used in the United States, I am sure that German schools and universities will increasingly go this way.
Successful examples from the US: diarrhea rate decreased considerably
Because the success does not fail. The example of a school in Michigan shows how the rate of the failed pupils fell sharply in the first year after the introduction of the flipped classroom concept.
In English, for example, the rate dropped from 52 to 19 percent, in mathematics from 44 to 13 percent. This shows that this new way of learning really involves considerable progress.
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