Flipped Classroom Model

True engagement and the use of technology as an instructional vehicle will help to achieve the goal of making the 2016/2017 classroom ready for both online and offline lessons which the Flipped Classroom (gender, ability, retention, attitude, and performance, (GARAP)) Model would provide. It will also support the hypothesis that students will learn at home through offline or online videos lessons, collaborating with peers in the classroom and learning lessons in greater depth through the flip lesson experience in the Mathematics class presently understudied. Strayer (2007) considered the flipped classroom in the university setting. He taught Statistics and Pre-Calculus courses in which he videotaped himself giving introductory lessons which he then assigned for homework. Students then did engaging project work in class. The courses involved the use of
This demonstrates that technology must be utilised properly for students and the teacher must be prepared with the engaging application of the material to go further in depth, rather than being repetitious. In course of the dissertation, this author flipped one chapter of a Statistics class in February 2002. He completed the remainder of the course with traditional teaching. The feedback he received was not entirely positive on the flip largely because students were accustomed to a different style of learning so they do not know how to control time and environment for learning (Strayer, 2007). After reviewing this data, the author determined that: the teaching strategy of classroom flipping is radically different for students and an adjustment period is necessary; students must be encouraged to collaborate rather than compare their own understanding with others in a negative way; students are comfortable with the things they can control, and uncomfortable when do not have control, in their learning