Showing the Differences between a Traditional and a Flipped Classroom
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Showing the Differences between a Traditional and a Flipped Classroom


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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