Teaching Methods in Computer Science Education - Guide to Teaching Computer Science: An Activity-Based Approach - page 124

Activity 56: Distance Learning in the School—The Flipped Classroom
One distance learning variation is the flipped classroom , where the regular
teaching model is flipped: The learning starts with an online session (prepared
in advance) learnt by the students individually, usually at home, and only
later, in the class, the teacher meets the students for guided work on problem
solving, collaboration and interaction.
An optional activity would be to ask students to check one of the flipped
classroom websites on any computer science topic and prepare a short presen-
tation to be presented in the classroom. An additional activity would be to ask
students to design the second part of the flipped classroom model (the class
component) based on a computer science topic taken from one of the flipped
classroom websites.
In what follows, a structured activity around this class organization is
presented.
• Stage A: Homework toward the lesson on the flipped classroom
− Find several examples of flipped classrooms and explore their
characteristics.
− Experience one of these examples that deals with computer science
education. Document your experience and analyze its pedagogical
principles.
− List pros and cons related to distance learning in general and the flipped
classroom in particular.
− 10-min presentations are a common component in the flipped class-
room setting. Prepare a 10-min presentation on any computer science
topic according to your choice to be presented for a class that learns in
the flipped classroom approach.
1. List the teaching guidelines you followed.
2. Reflect on your experience: What came easily? Why? What was dif-
ficult? Why?
• Stage B: Teamwork in class
− Prepare an evaluation rubric for the 10-min presentations prepared at
home toward this lesson.
− Reflect: Are these evaluation criteria differ from evaluation criteria for
other teaching formats? Explain.
− Present your evaluation criteria in front of the class.
− Upload your evaluation rubric to the forum that was opened for this
purpose.
• Stage C: Forum discussion toward the next lesson
− Assign one of the classmates to moderate a forum discussion.
− Toward the next lesson: based on the online discussion in the forum,
choose one evaluation rubric that is agreed upon by all the students in
the class.
• Stage D: Evaluations of the short presentations