Flipped Classrooms Strategies and Tools

Introduction

The concept of a flipped classroom is a fairly new term, but it is rooted in a lot of our discussions around progressive teaching strategies and modern technologies changing together. The 'flip' aspect comes from the notion that teachers are breaking from a traditional model where the classroom was a content delivery vehicle and that homework was a place that you applied the content.

While this is not a new approach at the pedagogical level, the influx of interactive technology has made content distribution much more efficient and engaging. Students have access to a wider variety of content, in multiple forms, and distributed across multiple devices or portals. Teachers spend less time teaching the facts when students can access that content at the tip of a finger. Teachers spend more times applying the content to projects or activities that create meaningful connections. Students can apply knowledge that is freely available via technology to problems and interactions that can only be replicated effectively by an educator.

One of the most significant criticisms of technology in education, and society for that matter, is that technology only provides a shallow, superficial coverage of concepts. Students cannot develop a deep understanding of a concept or topic by a simple Google search. Educators are still the essential element that brings content into focus and meets the needs of students on an individual, human level.

That concept is not lost in a flipped classroom. It is simply allowing technology to do what it is most capable of, providing interactive access to content. As time is a constant, if technology can take more responsibility to distribute content, then the teacher should have more time to differentiate, engage, challenge, and assess for learning. many times it is refereed to as content vs. context.

The challenge for teachers is to ensure that students have the critical literacy skills to digest content, and the online tools we direct them to are providing content that meets our curricular objectives. There is a growing number of tools that can pace and customize the flow of content according to online assessments and feedback. In this sense, it is increasingly important not to just assume that students have the necessary literacy skills or are being presented with content that meets classroom curriculum.

Many teachers are looking to tools where they can pre-package content that engages, but does not leave the student open to the open waters of the Internet - (which takes us to the activity).

Module Activity

Identify and evaluate ONE of the four online tools below that could help in flipping a classroom. These are just a handful of available tools that teachers have been using.

• NearPod

• PlayPosit

• Sutori

However, as with any tool, the effectiveness of the tool is only as the hand that swings it. When you examine your particular choice, remember to apply your perspective and current practice.

When you evaluate your choice, you should consider the following:

• Is this more effective and efficient than your current practice?

• Does the content match NS curriculum?

• Do your students have adequate access to the necessary technology?

• Can you use these tools and still fall within PIIDPA/FOIPOP?

.... or Project Extension

Choose a particular tool or tool set that you could apply in your project to put less emphasis on teaching content and more emphasis on connecting content through problem solving, collaboration, and emphasizing creativity.

• Write a paragraph explaining the connection to the overall project. It should also address issues of privacy, access, and assessment.

• Set up the tool(s) required and make them accessible via a link in Google Classroom.