Apprendimento rovesciato in LS e sviluppo di abilità cognitive complesse

Abstract

The article analyses the teaching methodology known as flipped learning, or flipped classroom, with particular reference to its theoretical framework and to the importance of constructive peer interaction in class. The flipped pedagogical model is actually far more complex than many oversimplified definitions might suggest and its focus is less on technology than on the constructive outlook which underpins class interaction. During group work, organised following the principles of content-based learning, students can both practise the language of communication and activate higher-order cognitive processes using the foreign language to explore content, to share resources and to build up new knowledge in a collaborative environment.

DOI: 10.4424/lam62017-6