One of the more recent buzzwords in education is the “flipped classroom.” It seems that in most conversations I have heard it in, people use it as a synonym for some kind of new technology in the classroom when in fact it is almost the opposite. While technology can—and should be—a component of the flipped classroom, it is not the pièce de résistance.
For example, knowledge and comprehension are often the focus in the classroom. We lecture, provide definitions, and assess the student’s comprehension through tests and quizzes. Application, analysis, synthesis, and evaluation are often left for students to work on independently outside the classroom in the form of projects and research papers.
When the classroom is flipped, the low-order thinking tasks take place outside the classroom through reading—or better yet—watching videos and online (or inline) assessments. This frees up time in the classroom for students to engage in the high-order thinking activities with direction and guidance from the teacher.