1. The Flipped Classroom Application in Meteorological Training
CMATC
JinFang Hou

2. Outline The Concept of the Flipped Classroom
The Flipped Classroom Application in Vocational Training
The Effect of the Flipped Classroom
The Restrictions and Challenges of Implementing the Flipped Classroom

3. 1.The Concept of the Flipped Classroom

4. 1.What is the Flipped Classroom
The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates.
(Vanderbilt University, Center for Teaching).

5. teacher’s individual help
Traditional
Teaching
No help
Not associated
No Guide
Preview before class
Teacher
teaching
Listen and
exercises
In class
Do homework
after class
Learning Scaffolding for self-study
Teacher assigned
tasks
Students do
Before
class
problem-
solving
discussion In
class
Targeted
teacher’s individual help
Self-study with help
Submit
problem
Flipped Classroom
— 北京大学数字化学习研究中心—

6. Traditional classroom flipped classroom
The differences between the flipped classroom
and the traditional classroom
Traditional classroom
flipped classroom
Teachers’ role
Transmitting knowledge, mainly lecturing
Coach, mentor, facilitator
Learner
Passive listener and receiver
Active participant
Instructional mode
Training lectures + homework after class
Learning before class + in-class inquiry
Learning content in class
knowledge
Q&A, discussion
Technology application
Tools mainly for content show
Tools for self-study, communication, cooperation and discussion
Evaluation
Exam
Multiple, various ways of evaluation

7. Bloom’s Cognitive Taxonomy----levels of learning
Traditional
Classroom
Flipped
Classroom
After class
In class
Before class
In class
Maps how we think. From fundamental to complex.
— 北京大学数字化学习研究中心—

8. 2.The Flipped Classroom Application in Vocational Training
1.Self-Study
2.Face-to-face training and learning experience
3.Practice after class
Three steps of the Flipped Classroom application in vocational training

9. Flipped Classroom Case：Agricultural meteorological training
1. Self-Study
Before the trainees participate in formal classroom training, students learn basic theory knowledge and skills, complete self-study and evaluation in advance by E-learning platform, knowledge manuals, textbooks and other teaching means .
Agricultural meteorological online training courses

10. Streaming-media coursewares

11. 2.Face-to-face training and learning experience
Trainees attend face-to-face training with questions. Trainers reduce the time of knowledge imparting; spend more time in problem-solving ,case discussion, Q&A, action learning. It helps students combine theoretical knowledge with work practice in daily work for reflection and experience, to carry on higher cognition.
The experimental teaching at agricultural meteorological observation station in Gu Cheng, Hebei Province.

12. 3.Practice after class
After class, staff complete the follow-up review and study by e-learning or cell phone. This helps employees to convert short-term training into long-term, persistent learning. Training brings more promotions and greater work support for employees.
Mobile learning after face-to-face training when back to work

13. there are four key things to consider:
a. How to use "video" to vividly present knowledge, skills and values.
b. How to reasonably allocate and effectively join class time inside and outside.
c. How to effectively connect face-to-face training classes and online classes.
d. How to overcome the limitations of the reliability and validity of the training content, method and evaluation.

14. 3. The Effect of the Flipped Classroom

15. The Effect of the Flipped Classroom
The flipped classroom increases the interaction between teachers and students .
The flipped classroom makes educators give students more freedom, they could easily get teachers’ help while encountering difficulties and confusion.
Learning become more personalized. Students can control their study according to their own pace, change their role from passive recipients into active researchers.
The flipped classroom can promote the effective use and R&D of learning resources. eg.MOOC.

16. 4.The Restrictions and Challenges of Implementing the Flipped Classroom

17. Restrictions and Challenges
The Research and Development of High Quality Teaching Resources for Various Subjects
With the research and development of learning resources for various subjects, there are more and more available resources.
However, we still lack high quality learning resources. There are still many grim challenges.

18. Restrictions and Challenges
Instructors' educational thought and conception need be updated urgently
Instructors pay great attention to the learners how to promote the internalization of cognition and emotion through independent study and group cooperation and exchange under the guidance of instructors. It is necessary for instructors to play their roles as not only inspiration, guidance, or monitoring, but also fully reflect the initiative, motivated and creative subject of learners during the process of learning.

19. Restrictions and Challenges
The Flipped Classroom Puts Forward Higher Requirements for Instructors and Learners
Teachers： effectively organize learning resources, give full play to their own duties, really guide, manage and control learning process to achieve better result.
Learners: self-directed learning, pay more efforts especially in-depth thinking, spend more time and energy for each class.

20. Thanks!