Flipping your classroom means delivering lecture content to students outside of class time — lecture content that you would otherwise deliver in class. The idea is to isolate class time to the activities and discussion students can’t do on their own.
The flipped classroom reverses the typical lecture and homework elements of a course. Homework is replaced by online lessons, and class time serves as a workshop for application, collaborative work and discussion.
This makes your lessons available to your students and their parents online, to be watched or consumed when and how the student best can.
Does it work?
According to LearnDash, it does. Here are some stats from their website that prove flipping your class is not a bad idea:
What does bulb have to do with it?
When you think of the traditional flipped classroom, you might start counting the hours of work ahead of you to plan, stage and produce comprehensive video lectures. Sounds like a lot of work, huh? But it doesn’t have to be.
On bulb, you can produce content quickly because the tool has simple embed tools and organizing content is done easily. Plus, you can easily build a multimedia page where students can find any articles, slides, video lectures, instructions, etc., needed for the lesson. In fact, delivering your lecture content in bulb way may be more compelling to students with different learning styles.
Here are some ways teacher are using bulb to flip their class.
Daniel Ibanez published a daily bulb page for his class. Students are expected to have read and watched any lecture material before they come to class. He then uses his class time with them to complete assignments and work together, asking questions.
Chelsea Scott publishes videos and tips for throwing centered cylinders on the pottery wheel and asks her senior capstone students to have watched them all before coming into class to give it a spin themselves (pun intended).