By offering students a chance to make use of  their new factual knowledge when they have gain to immediate feedback from peers and instructors, the flipped classroom contributes students to learning to correcting misconceptions and construct their new knowledge so that it is more benefit to future use。 What’ more, the immediate feedback that happens in the flipped classroom also conduces to recognize and ponder over their own growing understanding, thus supporting Walvoord and his colleagues’ third major conclusion that a metacognitive approach to command can contribute students to learning to operate their own learning by enacting learning goals and supervising their progress in realizing them。 

Though students’ thoughts about their own study is not an intrinsic part of the flipped classroom, the higher cognitive functions related to class activities, followed by the constant peers or instructors interaction which typically follows them, can easily bring about the metacognition related to deep learning。

3。3 Key Elements

In the first place, flipped classroom approach offers students a chance to obtain first exposure anterior to class。 The mechanism employed for first reveal can be various, from simple textbook readings to listening to lecture videos to screencasts。 Grand Valley State University math professor Robert Talbert offers student screencasts on class topics on his YouTube channel; Vanderbilt computer science professor Doug Fisher offers his students video lectures anterior to class。 These videos can be produced by instructors or YouTubeThe pre-class reveal doesn’t have to be high-tech, but in the Wieman’s study mentioned above, students simply finished pre-class reading assignments。 

In the second place, it offers students an incentive to prepare for class and in all the examples mentioned above, students finish a task related to their preparation and the task is connected with key points。 The task can be various; the examples above employed tasks that change from online quizzes to short writing tasks, however, in each case, the assignment offers students an incentive to come to class prepared through speaking a common language of undergraduates-points。 Grading for accomplishment rather than effort can be enough, especially if class activities offers students the type of feedback, which grading for accuracy often offers。来;自]优Y尔E论L文W网www.chuibin.com +QQ752018766-

In the third place, It offers a mechanism to evaluate students’ comprehension。 The pre-class tasks that students finish as proof of their preparation can also contribute both instructors and students to assessing understanding。 Pre-class online quizzes can permit instructors to use Just-in-Time Teaching that basically implies that instructors class activities to emphasize the contents with which students are striving。 If automatically graded, the texts can also contribute students to pinpointing places where they need assist。 Pre-class worksheets are able to contribute to paying attention to students’ attention on areas where they’re striving and can be a starting point for class activities。 Pre-class writing tasks help students make their thinking clear about subjects, thereby creating richer in-class discussions。 Many of the feedback students’ needs are satisfied in class, decreasing needs for the instructor to offer broad commentary outside of class (Anderson 1998)。 What’s more, most activities employed during class time such as clicker questions or debates can be regarded as informal texts of students’ comprehension。