What does "Flipping the Classroom" really mean? Should teachers bother to do this? What are the intended or unintended ramnifications of doing so?
A flipped classroom is essentially where the lecture part of the lesson takes place outside of the classroom time while the hands-on, practice, inquiry, project-based learning takes place during the assigned classroom time. Most of these lectures are given as a podcast, video, screencast, or audio recording by the teacher, or a video resource tool provided by an outside source (example would be Khan Academy). “Moving lectures outside of the classroom allows teachers to spend more 1:1 time with each student. Students have the opportunity to ask questions and work through problems with the guidance of their teachers and the support of their peers - creating a collaborative learning environment. This is creating a more collaborative learning environment” (Teachers Use Technology to Flip Their Classrooms, http://www.techsmith.com/flipped-classroom.html).
I think, in grades 3-12, there is a place for the use of the flipped classroom concept. (Grades K-2 could be used as well but at a very low level.) Elementary teachers have more of an opportunity to work with students in a small group setting every day but the flipped classroom concept opens up so many possibilities for the middle and high school classrooms. Giving students some control of their educational process is empowering for the students and the teachers. Students gain the opportunity to ask questions and work collaboratively with their peers while teachers get to actually “work” with the students in a 1:1 or small group setting. The ultimate goal would be to prepare our students to be college and/or career ready. Is a flipped classroom the answer? “As educators, shouldn’t ourultimate goal be to help students become learners, who can learn for themselves, by themselves,” an excerpt from Flip Your Classroom: Reach Every Student in Every Class Every Day by Jonathan Bergmann and Aaron Sams, co-published by ASCD and ISTE). As stated in the Bergmann/Sams book on Flipped Classrooms, I also strongly believe that we need to promote independence in the classroom to prepare these students for college or a career. But, do the benefits of flipped classrooms truly outweigh the drawbacks or is it a “use as needed” concept? After researching flipping, these are the benefits and drawbacks that I have come to realize (although this may not be a comprehensive list) as I come to a conclusion on Flipped Classrooms.
Benefits – collaboration, practice in class, ability to review the lecture or lesson, videos are easy to use compared to some textbooks, engaging lessons that use technology, parents can be involved and help through video lessons rather than “catching up” on material, students can be visual learners yet still “do” the work in class with help, differentiated lessons can be done in class rather than through homework at home, increased opportunities for classroom formative assessment, students are being met on their own playing field with technology driven lessons, students remain interested in subject material due to the engagement factor
“All in all it is about offering a student-centered approach to learning. However, one of the other benefits is that it may also provide the opportunity for teachers to break out of the rut of teaching the same lessons day after day and year after year. It will force them to step outside their comfort zone, and all students can benefit from that,” (A New Approach to Teaching? The Flipped Classroom by Peter Dewitt,http://blogs.edweek.org/edweek/finding_common_ground/2012/08/a_new_approach_to_teaching_the_flipped_classroom.html).
Drawbacks – monitoring of completion at home, access to technology may be an issue, loss of face-face understanding when teaching a lesson, knowing when to reteach a lesson due to direct feedback, time it takes for teachers to record and prepare lessons, teacher training on preparing video lessons, tools for video housing (websites), video lessons that are boring are not engaging to students so teachers need practice time for videoing lessons, not all subjects would benefit from flipping (as in some writing, language arts, arts, practical living), costs for materials
In my research, I have found more benefits compared to drawbacks. Many of the articles I have read are also in favor of the flipped classroom in partial or in full, but all depending upon and related to the classroom environment and teaching subject. Very few articles thought flipping was a bad idea, however some said it was difficult to maintain the flipped classroom concept. Many articles stated that teachers should at least give flipping a try, but it may not work for all classrooms, subjects or teachers. All in all, I think the flipped classroom has much to offer our teachers and students in such a technology driven society, yet I agree with the article Pros and Cons of the Flipped Classroom(http://www.teachhub.com/pros-and-cons-flipped-classroom ) in that “the flipped classroom model, or any other technology-driven teaching method, will forever be embraced by early adopters, questioned and tested by experienced practitioners, and flat out dismissed by other pundits and traditionalists.” Flipping the Classroom is a GREAT idea, but as someone else said, student and administrator "buy-in," technology tools for recording, funding for materials, training for teachers, students, and parents, as well as the curriculum overhaul is a big undertaking. Even though this is a "college ready path," many of our schools will not go to this because, for them, the benefits don’t outweigh the drawbacks. When someone proves that this will truly "raise test scores" in our district, some of our teachers may look at this model. Until then, there are a handful of teachers who are willing to approach this type of teaching and learning.
I, personally, think flipping could be extremely valuable and worthy of a test. We, as technology integration specialists for our district, are even thinking of doing this on a Professional Development level. Since we do so much professional development in monthly 2-hour face to face time blocks and do not get to see much return on our investment, we are thinking of doing the FLIPPED PD concept next year. We would record the lesson or PD prior to the actual event, then the teachers would incorporate something from the lesson in their classroom. When they actually attend the PD, they would bring ideas to create during the 2-hour PD time. (Examples would be ELA technology embedded standard lessons on searching, writing publishing, etc. then the teacher brings ideas and materials to the actual PD to create the lesson, play with the material, and ask questions while working on the lesson.) Once they create the lesson at the face-face PD time, they receive their 2-hours of PD credit after answering a review survey of their accomplishments. The flipped PD model is also being used through Kentucky's PD360 site so teachers are starting to realize the benefits at their level...now, let's see if they can see it in their own classroom. Worth a try and a way to “shake up” our PD model as well.
I think, in grades 3-12, there is a place for the use of the flipped classroom concept. (Grades K-2 could be used as well but at a very low level.) Elementary teachers have more of an opportunity to work with students in a small group setting every day but the flipped classroom concept opens up so many possibilities for the middle and high school classrooms. Giving students some control of their educational process is empowering for the students and the teachers. Students gain the opportunity to ask questions and work collaboratively with their peers while teachers get to actually “work” with the students in a 1:1 or small group setting. The ultimate goal would be to prepare our students to be college and/or career ready. Is a flipped classroom the answer? “As educators, shouldn’t ourultimate goal be to help students become learners, who can learn for themselves, by themselves,” an excerpt from Flip Your Classroom: Reach Every Student in Every Class Every Day by Jonathan Bergmann and Aaron Sams, co-published by ASCD and ISTE). As stated in the Bergmann/Sams book on Flipped Classrooms, I also strongly believe that we need to promote independence in the classroom to prepare these students for college or a career. But, do the benefits of flipped classrooms truly outweigh the drawbacks or is it a “use as needed” concept? After researching flipping, these are the benefits and drawbacks that I have come to realize (although this may not be a comprehensive list) as I come to a conclusion on Flipped Classrooms.
Benefits – collaboration, practice in class, ability to review the lecture or lesson, videos are easy to use compared to some textbooks, engaging lessons that use technology, parents can be involved and help through video lessons rather than “catching up” on material, students can be visual learners yet still “do” the work in class with help, differentiated lessons can be done in class rather than through homework at home, increased opportunities for classroom formative assessment, students are being met on their own playing field with technology driven lessons, students remain interested in subject material due to the engagement factor
“All in all it is about offering a student-centered approach to learning. However, one of the other benefits is that it may also provide the opportunity for teachers to break out of the rut of teaching the same lessons day after day and year after year. It will force them to step outside their comfort zone, and all students can benefit from that,” (A New Approach to Teaching? The Flipped Classroom by Peter Dewitt,http://blogs.edweek.org/edweek/finding_common_ground/2012/08/a_new_approach_to_teaching_the_flipped_classroom.html).
Drawbacks – monitoring of completion at home, access to technology may be an issue, loss of face-face understanding when teaching a lesson, knowing when to reteach a lesson due to direct feedback, time it takes for teachers to record and prepare lessons, teacher training on preparing video lessons, tools for video housing (websites), video lessons that are boring are not engaging to students so teachers need practice time for videoing lessons, not all subjects would benefit from flipping (as in some writing, language arts, arts, practical living), costs for materials
In my research, I have found more benefits compared to drawbacks. Many of the articles I have read are also in favor of the flipped classroom in partial or in full, but all depending upon and related to the classroom environment and teaching subject. Very few articles thought flipping was a bad idea, however some said it was difficult to maintain the flipped classroom concept. Many articles stated that teachers should at least give flipping a try, but it may not work for all classrooms, subjects or teachers. All in all, I think the flipped classroom has much to offer our teachers and students in such a technology driven society, yet I agree with the article Pros and Cons of the Flipped Classroom(http://www.teachhub.com/pros-and-cons-flipped-classroom ) in that “the flipped classroom model, or any other technology-driven teaching method, will forever be embraced by early adopters, questioned and tested by experienced practitioners, and flat out dismissed by other pundits and traditionalists.” Flipping the Classroom is a GREAT idea, but as someone else said, student and administrator "buy-in," technology tools for recording, funding for materials, training for teachers, students, and parents, as well as the curriculum overhaul is a big undertaking. Even though this is a "college ready path," many of our schools will not go to this because, for them, the benefits don’t outweigh the drawbacks. When someone proves that this will truly "raise test scores" in our district, some of our teachers may look at this model. Until then, there are a handful of teachers who are willing to approach this type of teaching and learning.
I, personally, think flipping could be extremely valuable and worthy of a test. We, as technology integration specialists for our district, are even thinking of doing this on a Professional Development level. Since we do so much professional development in monthly 2-hour face to face time blocks and do not get to see much return on our investment, we are thinking of doing the FLIPPED PD concept next year. We would record the lesson or PD prior to the actual event, then the teachers would incorporate something from the lesson in their classroom. When they actually attend the PD, they would bring ideas to create during the 2-hour PD time. (Examples would be ELA technology embedded standard lessons on searching, writing publishing, etc. then the teacher brings ideas and materials to the actual PD to create the lesson, play with the material, and ask questions while working on the lesson.) Once they create the lesson at the face-face PD time, they receive their 2-hours of PD credit after answering a review survey of their accomplishments. The flipped PD model is also being used through Kentucky's PD360 site so teachers are starting to realize the benefits at their level...now, let's see if they can see it in their own classroom. Worth a try and a way to “shake up” our PD model as well.