The Flipped Classroom approach in the “Avanguardie Educative” Movement
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Published
Dec 15, 2017
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Abstract
This contribution, which begins with an introduction to the Flipped Classroom approach
and the “Avanguardie Educative” movement, presents the main findings of a survey into this practice
conducted through a semi-structured questionnaire distributed to a group of participating schools. Initial
results from the valid questionnaire responses (n=107) indicate that where the Flipped Classroom technique
is implemented across disciplines, this is generally performed by a small group of teachers and is mainly
adopted to actively engage students in the learning process. Enabling and hindering factors in implementing
this approach include the availability of technology at school and the level of teacher training. This approach
is mainly used in learning activities such as group work, laboratory lessons and problem solving. Finally, the
ability to learn-to-learn and digital competence emerge as the main student competences that this approach
supports.
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Articles - General topics
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References
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Brown, A. L., & Campione, J. C. (1990). Communities of learning and thinking, or a context by any other name. Human Development, 21, 108 26.
Butchart, S., Handfield, T., & Restall, G. (2009). Using Peer Instruction to teach Philosophy, Logic and Critical Thinking, Teaching Philosophy. Retrieved from http://consequently.org/papers/peer-instruction. pdf
Cacciamani, S., & Giannandrea, L., (2004). La classe come comunità di apprendimento. Roma, IT: Carocci.
Castells, M. (2008). La nascita della società in rete. Milano, IT: Egea
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Ferri, P., & Moriggi, S. (2014). La Classe di Bayes: note metodologiche, epistemologiche ed operative per una reale digitalizzazione della didattica nella scuola italiana. Journal of Educational, Cultural and Psychological Studies, 10, 135-151.
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Pieri, M. (2014b). Le tecnologie nel rapporto tra scuola e famiglia, l’opinione dei protagonisti. TD Tecnologie Didattiche, 22(1), 56-58.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The Flipped Classroom: An Opportunity to Engage Millennial Students Through Active Learning. Journal of Family and Consumer Sciences, 105(2), 44-49.
Rivoltella, P.C. (2014). E-management a scuola: un quadro delle questioni. Journal of Educational, Cultural and Psychological Studies, 10, 539-548.
Sams, A. (2011). The Flipped Class: Shedding light on the confusion, critique, and hype. The Daily Riff. Retrieved from http://www.thedailyriff.com/articles/the-Flipped-class-shedding-light-on-the-confusion-critique-and-hype-801.php
Sinini, G. (2013). La competenza circolare. Media digitali, didattica, formazione degli insegnanti. Lecce, IT: Pensa.
Smith, H., Higgins, S., Wall, K., & Miller, J. (2005). Interactive Whiteboards: Boon or Bandwagon? A critical Review of the Literature. Journal of Computer Assisted Learning, 21(2), 91-101.
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193.
Vivanet, G. (2013). Le ICT nella scuola italiana. Sintesi dei dati in un quadro comparativo europeo. Form@re. Open Journal per la formazione in rete, 13(4), 47-56.
Bergmann, J., Overmyer, J., & Wilie, B. (2011) The Flipped Class: Myths vs. Reality. The daily riff. Retrieved from http://www.thedailyriff.com/articles/the-Flipped-class-conversation-689.php
Bishop, J. L., & Verleger, M.A. (2013). The Flipped Classroom: A Survey of Research. In Proceedings of the Association for Engineering Education 120th Conference, Atlanta, GA.
Bligh, D. (1998). What’s the use of lectures?. Exeter, UK: Intellect.
Brown, A. L., & Campione, J. C. (1990). Communities of learning and thinking, or a context by any other name. Human Development, 21, 108 26.
Butchart, S., Handfield, T., & Restall, G. (2009). Using Peer Instruction to teach Philosophy, Logic and Critical Thinking, Teaching Philosophy. Retrieved from http://consequently.org/papers/peer-instruction. pdf
Cacciamani, S., & Giannandrea, L., (2004). La classe come comunità di apprendimento. Roma, IT: Carocci.
Castells, M. (2008). La nascita della società in rete. Milano, IT: Egea
Cecchinato, G., & Papa, R. (2016). Flipped Classroom. Un nuovo modo di insegnare e apprendere. Torino, IT: UTET Università.
Dewey, J. (1938). Experience and Education. Indianapolis, IN: Kappa Delta Pi.
Ferri, P. (2013). La Scuola 2.0. Verso una didattica aumentata dalle tecnologie. Parma, IT: Spaggiari.
Ferri, P., & Moriggi, S. (2014). La Classe di Bayes: note metodologiche, epistemologiche ed operative per una reale digitalizzazione della didattica nella scuola italiana. Journal of Educational, Cultural and Psychological Studies, 10, 135-151.
Foldnes, N. (2016). The Flipped Classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), 39–49.
Franchini, R. (2014). The Flipped Classroom (le classi capovolte). Rassegna CNOS, 1, 83-97.
Fulton, K. (2012). Upside down and inside out: Flip your Classroom to improve student learning. Learning & Leading with Technology, 39(8), 12–17.
Gibbs, G. (1981). Teaching Students to Learn: a student centred approach. Milton Keynes, UK: Open University Press.
Guarnaccia, E. (2014). Flipped Classroom: la nuova missione del sistema scolastico. Retrieved from http://www.ettoreguarnaccia.com/archives/2893.
Herreid, C. F., & Schiller, N. A. (2013). Case Studies and the Flipped Classroom. Journal of College Science Teaching, 42(5), 62-66.
INDIRE (2014). Manifesto delle Avanguardie Educative. Retrieved from http://avanguardieeducative. indire.it/wp-content/uploads/2014/10/Manifesto-AE.pdf
Ito, M., Baumer, S., Bittanti, M., boyd, d., Cody, R., Herr-Stephenson, B., … & Tripp, L. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: The MIT Press.
Jenkins, H. (2010). Culture partecipative e competenze digitali. Media education per il XXI secolo. Milano, IT: Guerini.
Jensen, J. L., Kummer, T. A., & Godoy, P. D. M. (2015). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE—Life Sciences Education, 14(1), 1–12.
Kampylis, P., Punie, Y., & Devine, J. (2015). Promoting Effective Digital-Age Learning - A European Framework for Digitally-Competent Educational Organisations. Bruxelles, BE: European Commission. Retrieved from http://publications.jrc.ec.europa.eu/repository/bitstream/JRC98209/jrc98209_r_digcomporg_final.pdf
Keengwe, J., & Onchwari, G. (2016). Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age. Hershey, PA: IGI Global.
Keengwe, J., Onchwari, G., & Oigara, J. N. (2014). Promoting Active Learning through the Flipped Classroom Model. Hershey, PA: IGI Global.
Lage, M. J., Platt, G. J., & Treglia, M. L. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30-43.
Mazur, E. (1997). Peer Instruction, A User’s Manual. Upper Saddle River, NJ: Prentice–Hall.
Meli, V. (2014). La Flipped Classroom: una vera innovazione. Retrieved from http://www.edscuola.eu/wordpress/wp-content/uploads/2014/11/Meli_Flipped_Classroom.pdf
Montessori, M. (1913). Il Metodo della Pedagogia Scientifica applicato all’educazione infantile nelle Case dei Bambini, II edizione ampliata. Roma, IT: Loescher.
National Research Council (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: The National Academies Press.
Noschese, F. (2011). Khan Academy: My Final Remarks. Retrieved from https://fnoschese.wordpress.com/2011/05/10/khan-academy-my-final-remarks/
Pieri, M. (2014a). Scuola senza libri cartacei: il punto di vista degli studenti. Mondo digitale, 13, 637-645.
Pieri, M. (2014b). Le tecnologie nel rapporto tra scuola e famiglia, l’opinione dei protagonisti. TD Tecnologie Didattiche, 22(1), 56-58.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The Flipped Classroom: An Opportunity to Engage Millennial Students Through Active Learning. Journal of Family and Consumer Sciences, 105(2), 44-49.
Rivoltella, P.C. (2014). E-management a scuola: un quadro delle questioni. Journal of Educational, Cultural and Psychological Studies, 10, 539-548.
Sams, A. (2011). The Flipped Class: Shedding light on the confusion, critique, and hype. The Daily Riff. Retrieved from http://www.thedailyriff.com/articles/the-Flipped-class-shedding-light-on-the-confusion-critique-and-hype-801.php
Sinini, G. (2013). La competenza circolare. Media digitali, didattica, formazione degli insegnanti. Lecce, IT: Pensa.
Smith, H., Higgins, S., Wall, K., & Miller, J. (2005). Interactive Whiteboards: Boon or Bandwagon? A critical Review of the Literature. Journal of Computer Assisted Learning, 21(2), 91-101.
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193.
Vivanet, G. (2013). Le ICT nella scuola italiana. Sintesi dei dati in un quadro comparativo europeo. Form@re. Open Journal per la formazione in rete, 13(4), 47-56.