Flipped Classroom
what is it?
There are actually a couple of different Flipped Instruction models, but to keep things (relatively) simple, let's focus on the Explore, Flip, Apply model.
This is a model that our blended and math teachers are probably familiar with. Essentially, we shift the things we really want control over -- all explanations, instructions, and modeling -- online with video, and use in-class time to support learners in other ways. The inquiry and application of those ideas should inevitably shape the flipped lesson.
how do i do it?
Essentially, what you don't want is for a student to passively watch a video and then go about their day. Instead, you embed the Flip in a learning cycle: "Explore, Flip, Apply"
Explore. Ensure students know what to pay attention to by assigning pre-work. Activate prior knowledge, brainstorm, have a discussion ahead of time, and activate inquiry.
Flip. Have students doing something during the video. Insert the video in EdPuzzle with prompting questions, or have them pausing to take notes.
Apply. Ensure there's something at stake after the video. Instead of simply giving them a quiz, have them show what they know in new ways or create something new with the skills and knowledge they have gained.
Something to Ponder...
Does the flipped lesson need to be a video? Consider including a podcast, tutorial, reading passage, or other instructional activity in place of a video lesson.
sample agenda and template
Benefits & Challenges
Benefits
Value Time with Students. This model can help you maximize the time with students so that you can help them apply what they have learned and correct misconceptions individually.
Emphasize Application. The goal of this model is activate prior knowledge, spark curiosity, and have student use what they learn for engagement and longer-term retention. Additionally, this practice happens while you are available to be a supportive facilitator.
Focused Instruction. Creating videos helps remove additional distractions and tangents so that the lessons can be focused. Instructional videos should be shorter (6-10 min) and focus just on the key learning target(s) for that lesson. If more time is needed, consider splitting the lesson into several, shorter videos to improve student engagement.
Student-paced Lessons. Students are able to access the video during a time that works for them and pause/rewatch as needed.
Bank Your Resources. Each flipped lesson video you create has the potential to be used again in the future allowing you to focus future planning time on other things.
Share the Work. Consider working as an instructional team to build the video lessons so that each class can use them.
Use Available Resources. The internet is full of lessons created by professionals, textbook companies, and other teachers. Do some research to see if something already exists so that you don't have to do all of the planning work.
Challenges
Accommodations may need to be made for students that choose not to engage with the flipped lessons before class. Try not to just teach the same thing over to everyone; allow the students that did complete the flipped lesson to move on as planned.
Making videos takes time and practice. You definitely need to weigh the cost/benefit ratio before deciding to use someone else's video lesson or create your own.
Students may need additional instruction beyond the flipped lesson to deal with any frustrations and/or misconceptions.
Time will need to be spent developing experiences that allow students to apply the learning if they don't already exist.
During our hybrid experience, some students will be applying while in the classroom while others may still need application opportunities they can engage in from home.
