In the Non-STEM fields, such as Art, Social Studies and English, the term "Lab" doesn't quite fit. Instead, many teachers in the Humanities courses will refer to these classroom activities as cumulative projects since the majority of the assignments will carry into multiple days(not to say STEM does not use cumulative projects!). In these types of assignments under a flipped classroom, students still follow the method of consuming introductory information for homework and apply it during class time.
In a traditional model, teachers will read or give lectures with students. While this can be effective, lectures and/or reading can be done at home so the students may further develop their understanding of the topic(s) in a risk-free environment. At home, if a student struggles with a term or concept at home, he or she must wait until school in the morning to seek clarity. Often, struggling with homework discourages students from completing work since it is confusing, and will frequently cumulate throughout the assignment.
Non-STEM Courses and How They Can be Flipped
English classes thrive under a flipped model. In these courses, the teacher can assign many different types of videos. As an introduction to a book and/or topic, teachers can assign a video for homework that explains the time era of the literature, or even explains the entire piece of work for students to become interested. In many ways, this model can allow for humorous videos that will engage students.
Another method for flipping the classroom could be to have the teacher read chapters of the book for students to follow along. Teachers can record 10-20 minutes of reading each night, or find others who have done so already, and have students listen to the excerpt and take notes if required(remember to be entertaining during this!). When students come to class, they can compare their notes with each other, develop and analyze the text in class, or even work on a cumulative project that develops throughout a novel.
In Social Studies classes, recorded presentations are often given as homework. Under this system, students have constant access to the material for studying and repeating material. Once students listen to the lecture at home, the entire class is opened up for projects, discussion, engaging activities, and/or exploring deeper content.
In a Social Studies class, students can watch a presentation about the historical context of a unit of focus. The next day, students can gather in small groups and discuss different aspects of that unit and explain their findings to each other. From there, students can be split into different groups to re-evaluate their point of view on the context.
In art, sometimes flipping the classroom can be difficult. However, there are ways to make better use of class time. Teachers can present the history of a style of art to motivate students about their projects. Other ideas include going over safety rules for projects requiring a kiln, or even presenting a video of the process of creating something. A jewelry unit could explain each tool used in the industry, arrangements that are popular, the process of bending metals, an explanation of each metal and their properties in relation to creating jewelry, etc. A teacher could even go as far as showing a Bob Ross Joy of Painting Video if it were relevant.
Foreign language, similar to English and Social Studies, thrives in a flipped classroom. Teachers often complain that one of the biggest issues with learning a foreign language is lack of exposure. Using homework to teach the basic concepts allows students to learn information and repeat it as many times as desired. Teachers can team up and converse with each other in front of video for students to watch. Teachers can provide captions or scripts as well so students can reference the conversation. When students come in the next day, they can take the exchanges learned via video and converse in class.
Other methods for teaching foreign language could be a presentation on how to conjugate verbs based on the image displayed via presentation. Others include watching a small excerpt from a video, or even telling a story in another language, using photos and videos to provide a visual, similar to how children's books teach language to younger audiences.
One way in which a flipped classroom can help students is via lectures and/or reading. Students can watch a video of the teacher giving a presentation on a sport or explain the rules of a game. Additional uses include explaining and demonstrating exercises. For example, a teacher may do a Yoga unit where each position is shown, and students are asked to familiarize themselves with the position so they may be called out during the activity in the class(gym or outdoors). Yet another example would be to explain safety for a ropes course where students climb walls. The video could explain basic safety concepts, knot tying, rules, and teaching proper ways to position the body in order to climb.