Blooms and the Flipped Classroom

Yesterday during our discussion about the next 100 years of Extension, the flipped classroom came up in the discussion. While thinking about this last night, I thought perhaps everyone would benefit from a visual that Beth Williams, high school business teacher, used during her presentation last summer at NNNC in Norfolk. This image does a great job of capturing the theory behind the flipped classroom in relationship to Blooms taxonomy.

Here’s the basics: The flipped classroom is a pedagogical concept where the typical lecture and homework elements of a course are reversed.  Many times educators (teachers) record the lecture materials and post them to the internet where learners access them prior to attending face-to-face meetings (classes).  This allows educators to maximize the quality of the time they have in face-to-face meetings (classes).


Image: Williams, Beth (2013). How I flipped my classroom. NNNC Conference, Norfolk, NE.

While there are several instances of implementation for a traditional classroom, the Khan Academy has pushed the envelope for the future of education.

Is this currently occurring in UNL Extension?  YES!  The 4-H Livestock Quality Assurance course currently has nearly 5,500 youth and youth leaders enrolled in an online course with “Try This at Home Activities” (Karna Dam, Lindsay Chichester, and myself) AND the Southeast Research and Extension Center is hosting a series of Next Generation Extension Bootcamps (Dave Varner and the rest of the Next Generation Extension team), both are designed to maximize the potential of a flipped classroom pedagogy.

Feel free to contact me if you are interested in learning more about the potential of applying a flipped classroom pedagogy to your UNL Extension programming area!

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3 Responses to Blooms and the Flipped Classroom

  1. Dr.Jeff G Hart says:

    This is very similar to what we used in the elementary classroom (sometimes outdoor classroom) during the 1970″s. Students (children and youth) were introduced to a topic, environment, situation, etc. through what we might call today, experiential learning. Students were given opportunities to experience and explore whatever the teacher(s) presented. The students: 1) explored & discovered; 2) REMEMBERED what they could see/hear/touch/taste/smell (taking in information); 3) developed (APPLYING) their own UNDERSTANDING according to their dominant preferences for taking in information and making decisions (ANALYZING and EVALUATING); 4) then began to create from their own experiential learning, without having specific rules and boundaries for creating their OWN outcome. Teachers observed all that was happening and intervened ONLY when a child/youth seemed to be frustrated or unable to move further. Students were then, not told what to do, but simply asked a question of the student, perhaps with several options, as to what they might dot next. As time passed, students were brought together as pairs, small groups, and eventually the whole class, to share their learning experiences. During this part of the learning process was when the students became more aware of all the elements of what is referred to above as the Flipped Model Pyramid.
    – Dr, Jeff G Hart, Reference: Ralston Elementary Outdoor Education Program, 1974-1976, Ralston, NE.

  2. Pingback: Theoretical Framework for the Flipped Classroom Model | flippedchem

  3. Pingback: Flipped Learning | David Copeland MSc TEL

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