http://instructionalservices.blog.gustavus.edu/2013/03/05/the-flipped-class-myth-vs-reality/
Instructions
Your personal page serves at least three purposes. It is a place for you to:
take notes
enable your flipped presentation
submit your individual assignment
Use the rough scaffold below as a guide. You may add headers and content, but not remove any.
Part A: Imagine that you are submitting a Wikipedia article on the flipped classroom. Draft your article here. Bear in mind that your writing will be public and subject to scrutiny and critique. What would you write to educate others like your school principal and colleagues about the flipped classroom.
Part B and C: You are a manager of other teachers, Suggest a plan for a group of teachers to flip their classrooms. Prepare a flipped presentation in Part C to get formative feedback on your plans.
Refrain from uploading presentation or other files to this space. Instead, host your files in the cloud and embed them in your page. For help on how to do this, refer to the iTunes U courses provided by CeL in the Resources section or search Google or YouTube.
Name: Low Wai Hoong
School: Bukit Merah Sec School
Role: HOD (Humanities)
Part A: Article on Flipped Classrooms
1. Definition and origins of the "flipped classroom"
The flipped classroom is a form of blended instructions
The fundamental pedagogical approach of "flipped classroom" is D.I (differentiated instruction) as teachers are able to better cater to the individualized needs of the students in the classroom.
Origins
The "flipped classrooms" was started in 2004 by two high school teachers in Colorado, USA - Jonanthan Bergmann and Aaron Sams. It began when they wanted to help students who missed lessons to catch-up with the rest of the students. You can read more of their stories here: http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php
The "flipped classroom" is a blended instruction
http://jonbergmann.com/
3 dimensions of flipping:
i. flipping the location - learning of content & concepts takes place at home while traditional homework assignments are done in the classroom in a collaborative manner.
ii. flipping the teacher - students learn not only from content that the teacher creates, but also via the many different resources that the teacher may post or direct students to engage in to further their learning. Students also teach their peers during the collaborative assignments/tasks in the classroom.
iii. flipping the creator of content - students also help to co-create content for learning via platforms in which they collate their learning and share with their peers.
2. What the flipped classroom is/is not
What is being flipped? Homework (flipped from home to school) and content learning (from school to home).
Why FC?
1. Technological readiness
2. Teacher readiness: current model of schooling is not adequate.
(Why do we need to deliver content in one place at one pace?)
3. Unguided practice outside the classroom makes no sense, because that’s when the learner needs you the most (boom of tuition industry). JIT Feedback.
4. learner readiness (digital natives)
FC is an extension of the teacher. It strengthens the relationship between the student and the teacher.
The teacher will not be free. Not a holiday.
Not just videos.
Is not the silver bullet for all problems but just one of the tool.
Not a one size fits all in all classrooms.
Not top down. Should be initiated and driven by the teacher.
Not easy.
What FC is not:
Increasing curriculum time (as it will add stress to the students and teachers)
Video lectures
Only delivering content
Technology solution.
The Flipped Classroom is NOT:
A synonym for online videos. When most people hear about the flipped classroom model, all they think about are the videos. It is the the interaction and the meaningful learning activities that occur during the face-to-face time that is most important.
About replacing teachers with videos.
An online course.
Students working without structure.
Students spending the entire class staring at a computer screen.
Students working in isolation.
The Flipped Classroom IS:
A means to increase interaction and personalized contact time between students and teachers.
An environment where students take responsibility for their own learning.
A classroom where the teacher is the “guide on the side, “not the “sage on the stage.”
A blending of direct instruction with constructivist learning.
A classroom where students who are absent due to illness or extra-curricular activities such as athletics or field-trips, don’t get left behind.
A class where content is permanently archived for review.
A class where all students are engaged in their learning through constant practice and application.
A place where all students can get a personalized education.
What FC is:
Creating meaningful activities
Optimize learning
Facilitating active learning
Pedagogical solution
3. Designing, developing, evaluating, and managing flipped classrooms
1) Why videos
Marc Prensky: video is the new text
2) Copyright & CC (creative commerce)
3) Emergence/ Experience
- leveraging on systems of emergence (organic) for scalability & sustainability
- top-down approach is not suitable for flipped classroom
Design of FC
- clear focus
- instructions should be clear
- what do we do for the group of students whose style of learning do not match that of FC?
“Always design to engage”: engagement is an dangerous idea. Design to engage, always a catch up game. The purpose should be about designing for learning!
Engagement is the by-product of learning.
- FC does not mean that it’s hands-off.
- You will get a lot more info that you wish for… (eg. when students go online, facebook, etc)
- “must be safe, must be right, must work”? tolerance of failures.
FAIL: First attempt in learning
- FC makes teachers’ teaching more transparent, and more open to scrutiny. A threat to what we do? e.g. more informed parent. FC enables transparency.
Are we able to defend our rationale for the design of lesson?
- gives student a voice.
- the design of the FC cannot be the same as the traditional classroom. Should be more bite size, more impactful.
- may not be just content, but also on search info, verify, search evidence
- content creator: give autonomy to the learner
- difference between information (general content) and knowledge (individualized learning)
- Easy to be caught up in activities.
- video duration
there's no blanket rule on the optimal duration of video. depends on context and the needs of of our students.
Flipped classroom in essence is about transforming the learning for students and the implications on the changing role of teachers. Do not lose focus by looking only at how teachers teach. It about how students learn.
4. Management of FC
- students may not have access to PCs
- ensure labs are opened
Undergirding philosophy of FC is Differentiated Instructions (DI)
Sharing by Enoch
I'm inspired by his focus on building closer relationships
with his pupils through the flipped classroom. I'm excited when pupils
are also creating learning resources, which are evidences of engaged learning
taking place. There is a strong culture of self-directed learning among pupils.
4. Flipped classroom issues and solutions
1) One of the misconceptions of flipped classroom is that curriculum time will be extended. As students are given more opportunities to develop self-directed learning, in the long run, i think it will help to save curriculum time. This will move us a step closer to the true spirit of TLLM.
2) Flipping is an unique animal. For flipped classroom to be scable and sustainable, top-down approach is unlikely to work. An emergence & grounds-up way is more appropriate.
3) How to get buy in from Principal? eg. organize flipped meetings.
4) Station based learning
Why physical movement between stations in the classroom?
a) allows teacher to monitor students visually
b) knowing who was where and doing what
- to model what can happen in the classroom
c) routines & structures (each station is associated with different tasks & thinking) Proprioception
If students already consume resources outside, the inside classroom activities can be very engaging.
5. References
Part B: Flipped Classrooms in My Context
Outline a plan for mobilizing a group teachers who will flip their classrooms. You might:
Describe your context (what levels, what content areas, how many teachers, etc.)
BMSS Humanities Department
Sec 3 Express
POA
2 teachers
Devise plans for communication, buy-in, professional development, evaluation, etc.
Guiding principles
(1) No top-down approach. Non-mandatory
(2) Avoid outcome driven data/ use lesser quantitative evaluation & more qualitative feedback
(3) To be authentic
(4) All will learn together (teachers & students)
Be an examplary
start with myself before extending outwards
create and use flipped lessons for 1 topic
involve in 1 more teacher with potential interest to refine flipped lessons
co-create flipped lesson for 1 more topic
Create conditions
Buidling common understanding
(a) communication (partially flipped)
--> Definition and origins of the FC
-> What the FC is/is not
--> **why FC, compared with traditional lessons (benefits, advantages, challenges)
(b) resources (existing on-line lessons & exposure to multiple design tools, eg. Padlet, Pow-toons, comics)
compile & made available on-line
(c) create opportunities for teachers to experience flipped concepts through other platforms, eg. department meetings and professional learning committee meetings.
Create interest & buy-in
open up the flipped classroom and invite teachers to view & experience how flipped lessons.
ask for feedback and co-create improved lessons
Invite
Invite teachers to use flipped lessons (eg. using LMS videos)
Invite teachers to create flipped lessons
Sustainability & enculturalisation
from buy-in to conviction
continue to explore how FC can help our students to learn better
Part C: Flipped Presentation
Embed your presentation for Part B here. You may include notes in a shared Google Doc if you wish.
Your peers will view this presentation before the last session and provide formative feedback.