Standard 5: Instructional Delivery

Flipped Learning

Flipped learning is a teaching technique where a teacher assigns a day’s lesson for homework and then reserves the next class day for answering questions and reinforcing the skills that students learned the night prior. I really love the idea of flipped learning. When I was in school growing up, there were too many times I would be able to follow a teachers lesson only to get home and need to ask a question to solve a problem. If I had been in a flipped classroom back in high school, I believe that I would have easily excelled. Though this concept might have been good for my education, I do not believe this to be a reliable method of teaching until college.

For flipped learning to be effective, it requires a motivated student. If a student is not interested in a subject, and never does the homework for it, they will never truly learn anything in the classroom. Flipped learning would be great for me because I am a very hands-on “I’ll do it myself” type learner. I learn the best when I hear about a subject and have to explore that topic for myself instead of simply being told facts about it. Self-guided study may have been my forte, but that is not the case for quite a lot of students in the world. Flipped learning requires students to have ample free time and a proper place to work in peace to truly excel in learning. These two reasons alone put students of low SES in risk of doing worse in a class than a peer has a higher SES. Teaching methods should be fair for all students regardless of background and because of this, I do not believe that flipped learning is a practice that should be common among teachers.