Briefly, the Flipped Classroom as described by Jonathan Martin is:
"Flip your instruction so that students watch and listen
to your lectures… for homework, and then use your precious class-time
for what previously, often, was done in homework: tackling difficult
problems, working in groups, researching, collaborating, crafting and
creating. Classrooms become laboratories or studios, and yet content
delivery is preserved.
"Good teaching cannot be reduced to one technique; good teaching comes from the identity and integrity of the teacher."
- Parker Palmer
Why are we trying this?
the fall of 2010 Mike and I started using the Khan Academy video
tutorials with our students. We used them to both preview and review
material we were teaching in class. In 2011 we began experimenting
more formally with the idea of "Flipping the Classroom." By no means
are we experts. We are currently taking a Yarmouth Technology Course over the summer and into Fall to develop two Blogger sites, one site would be a "Current Unit of Study" broadcasting
short videos introducing the Investigations (new chapters / concepts)
from our Connected Math Program (CMP) and the other would be
broadcasting videos reteaching / reviewing the basic skills we expect
our students to have mastered prior to and during 7th grade. We also
plan to involve our students, other teachers, and even community members
hoping to add a personal touch to our "flipping videos."
How to Start:
(adapted from Aron Sams)
Step 1: Ask yourself this question: Do I
currently use class time to teach any low level, procedural, and / or algorithmic
concepts that could be filmed for students/ teachers / parents to preview and / or review?
Step 2: If yes, begin by creating opportunities for students to
obtain this information outside of the classroom - i.e. produce step by
step videos explaining a particular concept or find a video in the Khan
Academy library that matches up with the identified need.
Include a system that encourages reflection and allows
synthesis of instruction - i.e. entry slips or check-in problems - both
are simply quick formative assessments to identify student progress.
One Example of our Teaching Videos
What are some of the advantages we have already seen?
- Access of subject matter (CMP content and skills work) outside the classroom by parents and students.
(chapters / concepts in CMP) become homework and class time is used for collaborative
student work, access to individual help, practice
problems, and extension / experiential exercises.
- Enables students with multiple learning styles and abilities to access content at their own pace.
- Allows for the constructivist approach. Students create the videos. By doing and explaining the information in their videos, they understand the content to a higher level.
- Prepares students for a future as digital citizens; Allows them to learn from students and teachers from around the world.
Students' Explanation of ScreenFlow
Students' Reflection on "Flipping the Classroom"