Flipping the Classroom
If you are within the field of education, a buzzword that you should know is "flipped classroom." Many school districts liked this approach to education and wanted their teachers to embrace this type of teaching. I know that at our district, we were each supposed to come up with one flipped lesson to be turned in to the administration showing how we could potentially use it within our classroom.
This week, one of my google alerts lead me to an article called, "What is the Flipped Classroom, Really?" This article grabbed my attention because we had to watch a few of our colleagues videos and they were all pretty different. There are many different views on what a flipped classroom really is.
The flipped classroom model, for those who haven't heard this term, is when the students read new material or watch a video lecture at home and then use class time for discussions or practices. Instead of the traditional lecture in class, homework at home - this approach flips it and has the students completing the lecture at home and the homework portion in class. However, in this article, it states that merely flipping the homework and lecture doesn't mean that you are fully utilizing this teaching approach. What happens during the classroom portion is what matters.
A truly great flipped classroom offers students to take control of their learning. They can explore new information on their own pace but in a supportive environment where the teacher can help to facilitate that learning. The flipped classroom does rely on technology and students commitment to complete their work.
The article continues to talk about the four pillars of the flipped classroom:
F - flexible learning environment - having the classroom set up for flexible arrangements like for group and individual work.
L - learning culture - Students are in control of the pace and style of learning while teachers can act as a guide when they need assistance.
I - intentional content - Teachers look for ways to maximize their classroom so students stay engaged within the lesson.
P - professional educator - Teachers should constantly monitor their students to see who needs help and how to help them. Teachers need to be flexible and responsive in order to help all students succeed in this type of learning environment.
I have personally tried to incorporate different flipped lessons into my own classroom. I have done multiple taps of lessons - there are videos that students can refer back to if they have a question and I have video lectures that they watch at home and we have a practical application in class the next day. I like that students can work at their own pace throughout the lessons - that way I can help students that are struggling or need extra help and am no longer teaching to the middle of the class. One negative is that some students do not watch the video at home which can throw off the entire in class activity.
I think that this type of lesson could be very beneficial within an ESL Classroom. There could be a wide variety of students at different levels of learning so teaching in a way that lets the student create their own pace, could be very beneficial. Teachers could walk around the room helping when students need assistance but each student would be where they need to be and learn in the style that suits them best.
Flipped classrooms and technology can be a great resource in the classroom to help students of all learning styles and at all levels of learners.
Article Source: https://www.schoology.com/blog/flipped-classroom
This week, one of my google alerts lead me to an article called, "What is the Flipped Classroom, Really?" This article grabbed my attention because we had to watch a few of our colleagues videos and they were all pretty different. There are many different views on what a flipped classroom really is.
The flipped classroom model, for those who haven't heard this term, is when the students read new material or watch a video lecture at home and then use class time for discussions or practices. Instead of the traditional lecture in class, homework at home - this approach flips it and has the students completing the lecture at home and the homework portion in class. However, in this article, it states that merely flipping the homework and lecture doesn't mean that you are fully utilizing this teaching approach. What happens during the classroom portion is what matters.
A truly great flipped classroom offers students to take control of their learning. They can explore new information on their own pace but in a supportive environment where the teacher can help to facilitate that learning. The flipped classroom does rely on technology and students commitment to complete their work.
The article continues to talk about the four pillars of the flipped classroom:
F - flexible learning environment - having the classroom set up for flexible arrangements like for group and individual work.
L - learning culture - Students are in control of the pace and style of learning while teachers can act as a guide when they need assistance.
I - intentional content - Teachers look for ways to maximize their classroom so students stay engaged within the lesson.
P - professional educator - Teachers should constantly monitor their students to see who needs help and how to help them. Teachers need to be flexible and responsive in order to help all students succeed in this type of learning environment.
I have personally tried to incorporate different flipped lessons into my own classroom. I have done multiple taps of lessons - there are videos that students can refer back to if they have a question and I have video lectures that they watch at home and we have a practical application in class the next day. I like that students can work at their own pace throughout the lessons - that way I can help students that are struggling or need extra help and am no longer teaching to the middle of the class. One negative is that some students do not watch the video at home which can throw off the entire in class activity.
I think that this type of lesson could be very beneficial within an ESL Classroom. There could be a wide variety of students at different levels of learning so teaching in a way that lets the student create their own pace, could be very beneficial. Teachers could walk around the room helping when students need assistance but each student would be where they need to be and learn in the style that suits them best.
Flipped classrooms and technology can be a great resource in the classroom to help students of all learning styles and at all levels of learners.
Article Source: https://www.schoology.com/blog/flipped-classroom
I really like the idea of the flipped classroom approach. I have tried it seldomly in classes with responsible students, because I can rely on them to do the lecture portion at home but I am hesitant to do it in classes where students are not always prepared with their homework. At my school the ELL students often get mixed in the classes with special ed so I have not tried it with ELL because I find the classes I teach with mostly special ed students are not always prepared. However, I agree with you that it would be a great learning technique for ELL students. The freedom to be able to ask questions and work at their own pace would be extremely useful. This post was a great summary of the major aspects of how the flipped classroom works. Thanks for sharing.
ReplyDelete"A truly great flipped classroom offers students to take control of their learning." That truly is the key right there. Flipped classrooms that work do so not because of superior, engaging video content (although that does help some). They do so because of the types of opportunities awaiting students who have done their due diligence to watch a video lesson and are reaping the reward of being prepared to engage with the teacher. Students must see the very real benefits of buying into the whole idea of the video lesson before this model will really take hold. If they can "get away" with not doing it, they will. If class time spent with the teacher is just more drill-and-kill, idle or not meaningful, they also won't watch. If they are excited by the opportunities presented to them to explore and make connections with the knowledge they gained from watching the video lesson, they are much more likely to buy in! Thanks for sharing!
ReplyDeleteI received this article being an administrator of our Schoology network. We are doing a flipped learning study to see how flipped learning can be done in a CTE environment. What this and many articles do not cover is how and what a teacher must do to learn and understand how to plan, motivate, assess and reflect on running a flipped classroom environment. If you are interested in more about flipped learning I have two sources you might want to explore... http://barbihoneycutt.com/
ReplyDeletehttp://lodgemccammon.com/education/flip/