As technology is incorporated more and more into classroom learning, some teachers are taking the leap and flipping their classrooms. To flip the classroom basically means that teachers send home resources like videos or online lectures that introduce new concepts, then in-class time is spend working on problems or doing “homework” so that the teacher is there for instruction and questions as they arise. Contrary to what some might think, flipping the classroom is not an all-or-nothing endeavor. Teachers can use the flipped style just for certain subjects or specific assignments (Bull, et al. 2012). I would love to explore this as an option for my classroom in the future. I think that the success of a flipped class really depends on the dynamics of your class, the subject and grade level, and the resources available to you through the support of your school and district.
When I first learned about this in class, I kept thinking back to those late nights in middle school when my math homework had finally started to go beyond my parents’ math abilities. I would be in tears telling them that “that’s not how my teacher does it” and they would be equally as frustrated trying to figure out my homework. It was stressful and I don’t think I was learning very much. And worst of all, it left me with some serious confidence issues in math, which led me to struggle in math for the rest of my school career. A flipped classroom makes this all avoidable. By sending home instructional videos or presentations and then spending class time on the actual application of the concepts, teachers become exponentially more available for help when help is needed.
But just sending home some recorded lectures is not going to magically make your students successful. In their article, “Inventing the Flipped Classroom,” Bull, Ferster, and Kjellstrom write that the key to a successful flipped classroom lies in the teaching styles and pedagogical competence of the teacher (2012). In one example they describe a pair of science teachers who work together to create educational videos for their students, “One clip shows them flying down a mountain on bikes to illustrate the effects of altitude and atmospheric pressure on a balloon” (Bull, et al. 2012). The article points out that flipping the class can mean a lot of invested time for the teacher, and requires some creativity to allow every student equal access to the technology needed to view. But the payoff can be huge, as teacher Todd Nesloney describes, “When you build those relationships that make kids feel safe, give kids a voice, give them a choice, and allow them to create and share, they will blow your mind every time” (Wurster, 2014).
Bull, Glen, Ferster, Bill, Kjellstrom, Willy (2012). Inventing the Flipped Classroom. Learning & Leading with Technology, August 2012. Volume 40 (Number 1) 10-11. http://www.learningandleading-digital.com/learningandleading
Wurster, Paul (2014).Assistive Technology in the Digital Age. Learning & Leading with Technology, May 2014. Volume 41 (Number 7), 46. http://www.learningandleading-digital.com/learningandleading
Hi Leanna,
ReplyDeleteI like how you pointed out that flipping the classroom isn't an all or nothing endeavor. I have been interpreting the classroom flipping materials as that, so that makes it easier to incorporate it into every day teaching. I also agree with the pros of having instructional videos that students can later reference - especially in math. It keeps the students learning at their pace! I do believe that there is a lot of extra work that goes into making these types of videos, but I also agree that it is worth it. Making yourself more human as a teacher helps the students feel safe, which when they're not worrying about being safe, they're focusing on learning, and any tool that aids in that process is invaluable.
Leanna,
ReplyDeleteI really liked how you related your personal experiences to this assignment. I too remeber very alte nights trying to finish homework I did not understand. Looking back it now it seems pointless. Flipped classrooms can rid students of these stressful late nights and put more useful time into actual learning
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