Flipped Classroom

Change and improvement in education have always been a concern among professionals, centres and educational systems. Although, the efforts made and the effects achieved haven’t always been compensated, causing unease and discouragement. Anyhow, these continuous failures seems to strengthen two central ideas: a) improvement is the result of a coordinated incident of multiple factors; and b) the space in the class is the spotlight where they converge.

The School Monographic on December 2015, coordinated by Joaquín Gairín, reviews and rethinks the work done in class from different theoretical reviews and various experiences about “flipped classroom”, that helps to have an idea about what it is expected, how it is done and what to consider when promoting it.

In the part of reviewing and theoretical analysis, Professor Isabel del Arco presents a contribution “Flippear being a digital student, from cooperative work”. After it, Oscar Flores analyses different elements to consider when planning a Flipped Classroom; and also a contribution named “Flipped Classroom and active learning: the teaching role”, where Patricia Silva analyses the role of different agents in class. Additionally, there is a space dedicated to analyse the role played by assessment as controller in teaching-learning process in a flipped classroom, contribution developed by Alba Cabiscol Majós.

The second part of the Monographic presents Flipped Classroom experiences in primary education, secondary institution, teacher training in Universitat de Lleida and adults training. At the end, it is presented a group of different resources that can be useful for those teachers that desire to enhance this methodology in class.

For further information (Spanish): https://tienda.ebiblox.com/p/344/peri%C3%B3dico-escuela