Flipped Classroom and Motivation Components (1)

Brief Description of Flipped Classroom Model

The flipped classroom is where students spend out of class time studying lessons through different types of technological-media and spend in class time doing assignments, or hands-on activities. Students can bring in questions from the lessons learnt on their own to class to ask the teacher. In class time, students do collaborative works, concept mastery exercises, labs, etc. while the teacher acts as a facilitator giving onsite feedbacks and consults students as well as formatively assess students’ progress on their learning. Technological media used can be in a variety of forms depending on the teacher’s judgment of appropriateness to their class.  Time in class is conducive to differentiated learning which teachers can divide students in groups of interests or abilities and are able to assist students on an individual basis.

Motivational Strategies That Can Be Used in a Flipped Classroom and Its Relation to Keller’s ARCS Model

• Teacher can capture students’ interest by creating curiosity from perceptual or inquiry arousal in order to create knowledge-seeking behavior. This can be done either in class time or at the beginning of the technological media used. After the students are instilled with the knowledge-seeking behavior, it is a good start for them to be self-directed learners and study at their own pace in non-class time. This strategy is categorized in Attention (A) in Keller’s ARCS Model.
• During the class period which students work on assignments or perform tasks, teacher can design the format of classroom base on students’ personal motives. Teacher may set up a combination of cooperative group work and individual competitive environment to suit the needs of both students whose needs are for affiliation and for achievement. This strategy is categorized in Relevance (R) in Keller’s ARCS Model. Teaching style and students’ motives are relevant to support motivation to learn.
• Students who finish work first can help teacher facilitate the class. This is to set the role model for other students in class and also to match learners’ motive by providing appropriate responsibilities. This strategy is categorized in Relevance (R) in Keller’s ARCS Model in the part of motive matching.
• As one of the main components of the flipped classroom is technology, teacher should support students’ confidence in using technology by showing to students clearly how to operate the technology. This is to avoid frustration caused by lack of skills in technology. This strategy supports Confidence (C) in Keller’s ARCS Model. Students will have more confidence to success without any technological barrier.
• Teacher establishes expectancy for students by explaining goals, requirements, evaluative criteria and most importantly the format of study (flipped class) in the unit. This is to create confidence for success as students know what are expected from them. This strategy then falls on the Confidence (C) component in Keller’s ARCS Model.
• Students can select technology media that they feel comfortable to learn. The instruction should provide some forms of media such as podcasts, YouTube, contents on flash drive, and DVD. Students then have confidence and know that they can be successful upon their abilities on the use of media. Students’ choice supports the Confidence (C) in Keller’s ARCS Model.
  
• In flipped classroom where students spend lots of application time with teacher, it is very conducive for teacher to give students feedback on their work and learning progress. Receiving the corrective feedback, students learn from their mistakes and realize that ability is something changeable. Also, the teacher can give attributional feedback to reinforce relationship of students’ success and their ability. Giving feedback will enhance confidence in students when they perform any tasks. They will not be afraid of mistakes. This strategy then falls on the Confidence (C) component in Keller’s ARCS Model.
  
• Teacher designs task for students to use a newly acquired skills to solve a realistic problems. This will make students satisfied with their ability to solve real-world problem.  The strategy is then part of Satisfaction (S) in Keller’s ARCS Model.