Module: Flipping the Classroom and Writing

to Learn Strategies

Objectives
By the end of this module, the learner should be able to:
1. Understand the concept of a flipped classroom and blended classroom instruction.
2. Describe different Writing to Learn strategies.
3. Differentiate among descriptive, expository, cause-and-effect, persuasive, and narrative
writing styles.
4. Apply “Writing to Learn” strategies in classroom instruction.
5. Construct sample writings using various “Writing to Learn” strategies.

Pre-Test
1. What is the primary characteristic of a flipped classroom?
A. Teachers lecture in class and assign projects as homework
B. Students read textbooks at home and take tests in class
C. Students watch lecture videos at home and engage in exercises during class time
D. Teachers do all teaching during the class session
2. Which of the following best describes the learning culture in a flipped classroom?
A. Teacher-centered
B. Learner-centered
C. Content-centered
D. Lecture-centered
3. What is the goal of ‘Intentional Content’ in a flipped classroom?
A. To fill class time with as many topics as possible
B. To allow students to explore content on their own with minimal guidance
C. To maximize class time for interactive and learner-centered activities
D. To reduce teacher involvement in content delivery
4. What role does the educator play in a flipped classroom?
A. They primarily lecture while students listen
B. They provide recorded lectures for students to watch
C. They give feedback and support during in-class activities
D. They only assess student performance through tests
5. One benefit of the flipped classroom model is that it:
A. Allows teachers to give more homework
 B. Encourages competition among students
C. Encourages student-centered learning and collaboration
D. Reduces the need for class discussions
6. Which of the following is a challenge of the flipped classroom model?
A. Access to technology
B. Limited classroom interaction
C. Less homework for students
D. Excessive teacher involvement
7. How does blended learning differ from flipped learning?
A. Blended learning replaces traditional learning entirely with online components
B. Blended learning combines in-person and online experiences, while flipped learning
reverses the order of instruction
C. Blended learning only occurs in classrooms with advanced technology
D. Blended learning focuses solely on face-to-face interaction
8. Which of the following is a pro of blended learning?
A. Less teacher involvement
B. Strong focus on test preparation
C. Reduced need for collaboration
D. Collaborative learning and student engagement
9. How does writing-to-learn strategies enhance flipped classroom learning?
A. Writing helps students clarify their understanding of concepts and processes
B. Writing replaces the need for video lectures in flipped classrooms
C. Writing distracts from problem-solving activities
D. Writing should only be used for tests and assessments
10. What type of writing is used in flipped classroom strategies to explain reasoning
behind a solution?
A. Narrative writing
B. Persuasive writing
C. Descriptive writing
D. Expository writing

Introduction
The landscape of education is continuously evolving, and one such evolution is the concept of
the flipped classroom. This method allows for students to explore content on their own before
class, while class time is dedicated to deeper learning, collaboration, and application of
knowledge. This instructional model can be blended with traditional strategies to enhance student
engagement and improve learning outcomes. Additionally, “Writing to Learn” strategies provide
an essential framework in education, helping students internalize content through various writing
styles. These strategies include descriptive, expository, cause-and-effect, persuasive, and
narrative writing, each offering unique approaches to knowledge construction.
Discussion

VII. Flipping the Classroom

The flipped classroom is a pedagogical model in which the typical lecture and homework
elements of a course are reversed. Short video lectures are viewed by students at home before the
class session, while in-class time is devoted to exercises, projects, or discussions. The video
lecture is often seen as the key ingredient in the flipped approach, such lectures being either
created by the instructor and posted online or selected from an online repository. Flipped
Classroom is a teaching strategy that reverses the traditional learning environment by delivering
instructional content, outside of the classroom. It moves activities like projects, assignments,
homework, etc. into the class.

How does Flipped Classroom work?

There is no single model for the flipped classroom—the term is widely used to describe almost
any class structure that provides prerecorded lectures followed by in-class exercises. In one
common model, students might view multiple lectures of five to seven minutes each. Online
quizzes or activities can be interspersed to test what students have learned. Immediate quiz
feedback and the ability to rerun lecture segments may help clarify points of confusion.

Four Pillars of Flipped Classroom (FLIP).

Flexible Environment: In flipped classroom, teachers need to create flexible learning
environment by providing opportunities for students to choose when and where they want to
learn.
Learning Culture: In flipped model, class time is shifting to discuss more in-depth about each
topic. Moreover, flipped classroom changes the traditional learning culture into learner centered
class. As a result, students are actively involved in knowledge construction.
Intentional Content: Flipped learning requires intentional content. Means, in flipped model, the
teachers determine what they need to teach and what materials students should handle on their
own. Here, teachers use intentional content to maximize class time in order to adopt learner-
centered, activity-oriented class.
Professional Educator: The role of a professional educator is even more important in a flipped
classroom than in traditional one. The flipped model needs instructors who can observe, provide
timely feedback, continuously assess work, and help students master content. This is something
only professional educators can do
Flipped Classroom work pros
1. Students have more control
In a flipped classroom, it is possible for students to have increased input and control over their
own learning. By providing short lectures at home, students are given the freedom to learn at
their own pace. Students may pause or rewind the lectures, write down questions they may have,
and discuss them with their teachers and peers in class.
2. It promotes student-centered learning and collaboration
Flipped classrooms allows class time to be used to master skills through collaborative projects
and discussions. This encourages students to teach and learn concepts from each other with the
guidance of their teachers. By allowing students to partake in their own learning, they can own
the knowledge they achieve, which in turn builds confidence. Furthermore, teachers are given the
ability to identify errors in thinking or concept application and are more available for one-on-one
interaction.
3. Lessons and content are more accessible (provided there is tech access)
By always making video lectures available online, students who are forced to miss class due to
illness, sports, vacations or emergencies, can catch up quickly. This also gives teachers more
flexibility when they themselves are sick and eliminates make-up assignments.
4. Access = easier for parents to see what’s going on
Unlike traditional classroom models, flipped classrooms give parents 24/7 access to their
student’s video lectures. This allows parents to be better prepared when attempting to help their
students and gives them insight into the quality of instruction their students are receiving.

Flipped Classroom work cons

1. It can create or exacerbate a digital divide
One of the most prominent issues is the necessity for students to have access to a computer and
Internet to view the lectures. This is particularly hard on students from low-income districts who
already have limited access to resources.
2. It relies on preparation and trust
There is also the concern that since flipped classrooms are dependent on student participation,
one must trust students to watch the lectures at home. Unfortunately, there is no way to guarantee
students will oblige or cooperate with the flipped model.
3. There is significant work on the front-end
Additionally, there is a concern that implementing a flipped classroom adds an extra workload on
teachers, as there are several elements that must be integrated carefully to allow the class to
flourish. Responsibilities include taping and uploading condensed lectures, which take time and
skill, and introducing activities in the classroom that will enhance the subject matter as well as
motivate students to participate and prepare for class. Though teachers can gradually integrate
flipped elements into their classrooms, it will still require additional time and effort from
teachers.
4. Not naturally a test-prep form of learning
Whether you think this is a good or a bad thing is another conversation, but it’s important to
realize that, flipped classrooms do not “teach to the test.” Flipped classrooms do not follow the
model of teaching to improve standardized test scores. However, teachers and students are still
required to spend a sizable portion of time preparing for state mandated testing, which in turn
interrupts the flipped classroom process.

7. 1 Blended Learning
The term blended learning is generally applied to the practice of using both online and in-
person learning experiences when teaching students. In a blended-learning course, for example,
students might attend a class taught by a teacher in a traditional classroom setting, while also
independently completing online components of the course outside of the classroom. In this case,
in-class time may be either replaced or supplemented by online learning experiences, and
students would learn about the same topics online as they do in class—i.e., the online and in-
person learning experiences would parallel and complement one another. A blended learning
approach ensures that the learner is engaged and driving his/her individual learning experience.

Blended Learning pros

 Collaborative learning experiences. Collaboration between the students and instructor
can increase substantially via an online training platform. With many collaborative tools
(online discussions, blogs, instant messages, etc.) the students can connect with each
other in or out of the classroom.
 Increased accessibility. Improves access as well as student attitudes towards learning.
The students are given the tools to access the course materials anytime, anywhere.
 Better communication. Communication is improved between lecturers and
part-time/full-time students. An online training platform can provide many
communication tools such as news announcements, e-mail, instant messaging, online
discussions, online grading tools, drop boxes, and more.
 Successful evaluations. Better student evaluations via the use of online testing and
assessments with reporting features. Often, the students can evaluate themselves better as
well with immediate grading or feedback.
Blended Learning cons
 Strong technological dependence. The tech resources and tools need to be reliable, easy
to use, and up to date for the use of the Internet to have a meaningful impact on the
learning experience.
 Lack of IT knowledge. IT literacy can serve as a significant barrier for students
attempting to get access to the course materials. The availability of technical support is a
must.
 Students can fall behind. The use of lecture recording technologies can result in
students falling behind on the material. Nearly half of all students will wait and watch
several weeks’ worth of videos in one sitting, rather than on a regular basis.

Differences and similarities of blended learning and flipped classrooms

Blended Learning is a combination of online learning, and face-to-face learning (often referred to
as “traditional learning”). Online learning includes components like video, games, podcasts,
online reading material, and online assignments. These can be accessed from home (or anywhere
you have access to the Internet) and are usually delivered through a learning management system
(LMS). Online learning does not replace traditional learning, instead the two methods of learning
are used complementary together, to create a full and inclusive learning experience. Flipped
Classroom learning is when you reverse the delivery method in traditional learning. Traditional
delivery of learning is reading, watching, and absorbing learning material in class, and being
tasked with work to complete at home. In a flipped learning classroom, teachers, administrators
and instructors prepare audio or video lectures for learners to watch at home, in their own time.
The time in class is spent working through the concepts being delivered, with the guidance of an
instructor. Complementary to all of this is an online platform where learners and instructors can
discuss with one another.
7.2 Writing to Learn Strategies
"Writing to Learn" is an instructional strategy where writing is used as a tool to promote
thinking, understanding, and learning. It helps students process and clarify their thoughts by
putting them into words. In mathematics, writing allows students to explain their reasoning,
reflect on problem-solving methods, and demonstrate understanding of concepts.

7.2.1 Descriptive Writing

Definition: Descriptive writing involves detailing or describing objects, events, processes, or
experiences with precision and clarity.

 In Mathematics: Students might use descriptive writing to explain mathematical

procedures or describe the steps involved in solving a problem. For example, they could
describe how they solve a quadratic equation, detailing each step of the process.
 Key Concept: The goal is to help students verbalize and clarify their understanding of
mathematical procedures and methods.

7.2.2 Expository Writing

Definition: Expository writing focuses on explaining or informing the reader about a topic. It is
fact-based and aims to make the subject clear.

 In Mathematics: Students can use expository writing to explain mathematical concepts

or theories. For example, they could write an explanation of the Pythagorean theorem,
detailing how and why it works.
 Key Concept: Expository writing encourages students to articulate mathematical
principles clearly, reinforcing their understanding through explanation.

7.2.3 Cause and Effect Writing

Definition: Cause and effect writing explores the reasons (causes) behind a phenomenon and the
outcomes (effects) that result from it.

 In Mathematics: This type of writing could be used to explain how changing one
variable in a mathematical equation affects the outcome. For instance, students might
explore the effect of altering a coefficient in a linear equation on its graph.
 Key Concept: Cause and effect writing helps students understand the relationships
between different elements in math and the logical consequences of changes in variables
or operations.
 7.2.4 Persuasive Writing
Definition: Persuasive writing is aimed at convincing the reader of a particular viewpoint or
argument.

 In Mathematics: Students can use persuasive writing to argue the validity of a particular
method or approach to solving a problem. For instance, they might write a persuasive
essay on why one method for solving systems of equations is more efficient than another.
 Key Concept: Persuasive writing allows students to defend their mathematical thinking
and justify their choice of methods, which encourages deeper reflection on their decision-
making process.

7.2.5 Narrative Writing

Definition: Narrative writing tells a story or recounts events, typically in a structured,
chronological order.

 In Mathematics: Students might write a narrative describing how they approached

solving a complex problem, including the challenges they faced and how they overcame
them. For example, they could narrate their experience of tackling a particularly difficult
geometry problem, step by step.
 Key Concept: Narrative writing in mathematics encourages students to reflect on their
problem-solving process, which can lead to greater self-awareness and metacognitive
development.
 7.3 Construction of Samples of the Different Writing to Learn
Strategies

Sample for Descriptive Writing:

Prompt: Describe the process of solving a quadratic equation using the quadratic formula.

 Student Response: "To solve a quadratic equation, I first identify the coefficients a, b,
and c. Next, I substitute these values into the quadratic formula: x = (-b ± √(b² - 4ac)) /
2a. I calculate the discriminant (b² - 4ac) to determine the number of solutions. If the
discriminant is positive, I know there will be two real solutions, and if it’s zero, there’s
only one real solution..."

Sample for Expository Writing:

Prompt: Explain the Pythagorean theorem and its applications.

 Student Response: "The Pythagorean theorem states that in a right-angled triangle, the
square of the length of the hypotenuse is equal to the sum of the squares of the other two
sides. This can be written as a² + b² = c². It is used to find the length of any side of a
right-angled triangle when the lengths of the other two sides are known..."

Sample for Cause-and-Effect Writing:

Prompt: Discuss how changing the slope in a linear equation affects the graph of the line.

 Student Response: "When the slope of a linear equation increases, the line becomes
steeper. A positive slope results in a line slanting upwards from left to right, while a
negative slope slants downwards. If the slope is zero, the line is horizontal..."

Sample for Persuasive Writing:

Prompt: Persuade your classmates that the substitution method is a more efficient way to solve
systems of equations compared to the elimination method.

 Student Response: "The substitution method is more efficient when one equation is
already solved for one variable, making it easier to substitute and solve. It avoids the
potential complications of aligning coefficients in the elimination method, which can be
time-consuming and prone to error..."
 Sample for Narrative Writing:
Prompt: Write a narrative about a time you encountered a difficult problem in algebra and how
you solved it.

 Student Response: "I remember struggling with a system of quadratic equations during a
test. At first, I tried to solve it using substitution, but I kept making mistakes with the
algebra. After the third attempt, I realized I was overlooking a step in simplifying the
equation. I took a deep breath, started again slowly, and finally got the correct answer..."

Post-Test
1. What is the main goal of the flipped classroom model?
A. To increase the amount of homework students complete
B. To reverse the traditional teaching method by delivering instruction outside of class
and using class time for active learning
C. To eliminate in-class activities and focus solely on lectures
D. To make sure students’ study more at home without any classroom discussions
2. In a flipped classroom, when do students typically engage with new instructional
content?
A. During in-class lectures
B. At home, through video lectures or readings
C. Only during group projects
D. Only after they complete an exam
3. Which of the following is a key benefit of the flipped classroom?
A. Less time spent on in-class activities
B. Teachers can spend more time giving lectures
C. Students can learn at their own pace and receive immediate feedback in class
D. Teachers have no responsibility during class sessions
4. Which of the following describes the “Flexible Environment” in the flipped
classroom?
A. Students choose their own learning activities during class
B. Students have the freedom to learn at their own pace and choose where to watch
instructional videos
C. Teachers eliminate the use of textbooks in the classroom
D. Teachers focus on lecturing to large groups of students in the same way
5. What is one potential disadvantage of the flipped classroom model?
A. It requires students to have reliable access to technology
B. It limits the amount of homework students can complete
C. It eliminates teacher-student interaction
D. It removes in-class assessments
6. What does the "Intentional Content" pillar in a flipped classroom emphasize?
A. Teachers must cover as much content as possible during class time
B. Teachers design content to make the most of class time for active learning
 C. Students choose the content they want to focus on in class
D. Teachers focus only on preparing for exams
7. Which of the following is NOT a typical activity in a flipped classroom?
A. Watching recorded lectures in class
B. Engaging in discussions, group work, and problem-solving during class
C. Receiving feedback from the teacher during class
D. Completing individual homework assignments outside of class
8. Why might some students struggle in a flipped classroom?
A. They prefer listening to lectures in class rather than watching videos at home
B. They are not given any assignments or projects to complete
C. The flipped classroom has less content than traditional classrooms
D. They find it difficult to ask questions or seek help in class
9. How does a flipped classroom promote deeper understanding of concepts?
A. By giving students more lectures to memorize
B. By engaging students in active learning activities and discussions during class time
C. By minimizing teacher involvement in classroom activities
D. By removing any focus on student collaboration
10. What is the main role of the teacher in a flipped classroom?
A. To lecture throughout the class period
B. To observe and provide feedback, helping students during in-class activities
C. To ensure students complete their homework on time
D. To prepare for standardized testing during class sessions

ANSWER KEY:

Pre-Test
1C
2B
3C
4C
5C
6A
7B
8D
9A
10 B

Post-Test
1B
2B
3C
4B
5A
6B
7A
8A
9B
10 B

REFERENCES:
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in
Every Class Every Day. International Society for Technology in Education.
Mazur, E. (1997). Peer Instruction: A User's Manual. Prentice Hall.
Zhao, Y. (2012). World Class Learners: Educating Creative and Entrepreneurial
Students. Corwin Press.
Graham, C. R. (2013). Emerging Practice and Research in Blended Learning. In M.
G. Moore (Ed.), Handbook of Distance Education (3rd ed., pp. 333–350). Routledge.
Fisher, D., & Frey, N. (2007). Checking for Understanding: Formative Assessment
Techniques for Your Classroom. ASCD.
Zinsser, W. (2001). Writing to Learn. Harper Perennial.
Finkelstein, N. (2005). Learning and Teaching in the Interactive Classroom: The
Role of Technology and Pedagogy. Educational Technology Research and
Development, 53(4), 71-86.
Felder, R. M., & Brent, R. (2009). Active Learning: An Introduction. ASQ Higher
Education Brief, 2(4), 1-5.
National Council of Teachers of Mathematics (NCTM). (2000). Principles and
Standards for School Mathematics. NCTM.