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The flipped classroom teaching model versus the traditional teaching approach applied to Bloom’s revised taxonomy of educational objectives and lower and higher order thinking skills.

Poster
Authors Angelica Hagsand
Published in Society for the Teaching of Psychology (STP)'s 16th Annual Conference on Teaching (ACT). San Antonio, Texas, USA: 20-21 October
Publication year 2017
Published at Department of Psychology
Language en
Links teachpsych.org/conferences/act.php
teachpsych.org/resources/Documents/...
www.apa.org/about/division/div2.asp...
Keywords policy documents, pedagogy, Bloom's revised taxonomy, thinking skills, traditional teaching, flipped classroom
Subject categories Educational Sciences, Pedagogy, Psychology

Abstract

Due to a more diverse student body (i.e. internationalization and immigration), it is now often part of the policy documents at universities to provide different students with the same opportunities and that they can participate in education on equal terms. This is especially important in order to provide students with less prerequisite or ability the opportunity to succeed. Hence, there is a need for a new and more diverse learning approach compared to the more traditional learning approach. In Bloom’s revised taxonomy (2001) there is a continuum with respect to educational objectives, ranging from lower to higher order thinking skills; remembering, understanding, applying, analyzing, evaluating and creating. In traditional teaching, the teacher is like a ‘sage on a stage’, who describes the subject so that students can remember and understand in the classroom and they receives assignment to reach the higher order thinking skills at home. As part of the new era of blended learning, the flipped classroom teaching model have reversed this order so that students can reach higher order thinking skills in the classroom with the help of the teacher. Before class, the students prepare at home to participate in class activities (e.g., through an online tutorial recorded by the teacher). During class, students practice applying key terms and concepts and receives feedback from the teacher. Hence, students receive help in achieving higher order thinking skills directly in the classroom. After class, students check their understanding and extend their learning through for example online assessments and video tutorials. Research has shown that the flipped classroom teaching model is particular beneficial for students needing extra help, who would have more difficulties of reaching higher order thinking skills at home on their own. In the present presentation, the different teaching models are elaborated with respect to research within higher education.

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