The inverted or flipped classroom is the standard for the Academic Foundation Year. The flipped classroom is an instructional model and a type of blended learning that reverses the traditional learning environment. By delivering instructional content, for example a short video lecture outside of the classroom, students get the chance to work on exercises and carry out research at home. The classes will have more impact as they will be used as a moment to engage in concepts and discussion under the guidance of our (guest) lecturers. This model helps students develop the study skills they will need when entering higher education.
Each week of a module will contain two sessions of four hours each: the plenary and the break-out.
Each plenary starts off with a one hour lecture by the lecturer in which the lecturer explains one topic of study in the field of the module. This one hour lecture ends with a study assignment: students have to study prescribed literature or internet based materials or audiovisual materials that help the students understand the course content – possibly helped by guiding questions.This part of the session takes two hours. During these two hours students are free to organize their own time, the lecturer is present for possible questions and guidance. The fourth and final hour is devoted to feedback, discussion and reflection. Upon returning in class the students participate in a digital quiz that gauges the extent of the knowledge and insights the students have gathered during the first three hours of the session. The rest of the last hour is devoted to a review of these materials that have not been fully understood or have been misinterpreted by the students. We finish the classes with a discussion of the relevance and applicability of the content of the session.
The second session of each week follows a different pattern. During the first (half) hour of the break-out the lecturer provides several examples of challenges that can be solved using the materials from the first session of that week. This first part ends with an assignment of sufficient complexity that challenges students to apply their knowledge to practice and to independently or collectively find additional solutions for the problems presented to them. This also means that the students will have to find literature or resources to finalize the assignment. This session ends with a collective review session in which students present their solutions to each other and give arguments for their point of view. This may be done in debate, discussion, digital forum or any other method that fits the content of the break-out.