The+Flipped+Classroom

** EDE 6633 ** **  Video & Telecom For the Classroom ** ** Professor Dr. George Maurer ** ** Position Paper – Assignment #2 ** ** Linda J. Tillinghast **
 * Dowling College  **

The Flipped Classroom represents a promising instructional strategy that allows teachers flexibility in the classroom and students freedom to learn at their own pace. The roles of teacher and students change in a flipped class. According to an article in //Learning, Innovation & Tech,// entitled //“How the Flipped Classroom Is Radically Transforming Learning,”// written by Flipped Model pioneers, Jon Bergmann and Aaron Sams of Woodland Parks High School, Colorado, “We no longer stand in front of our students and talk at them for thirty to sixty minutes at a time.”

Furthermore, they write, “Since the role of the teacher has changed from the presenter of content to learning coach, we spend our time talking to kids. We are answering questions, working with small groups, and guiding the learning of each student individually.” [|**http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php**]

Sams and Bergmann are now able to provide more individualized attention to students since the role of the teacher has changed, and class time is used so differently with this approach. In a Flipped class, the teachers are able to better observe students learning, and their interaction with one another. This allows for far greater diagnostic assessment of learners’ needs.

Additionally, the Flipped model changes the role of the students. Students develop collaborative learning groups. Students take on the role of peer tutors in the Flipped model. No longer do Students rely solely are the teacher as the dispenser of knowledge and information.

Class time looks very different in a Flipped model. It resembles more of a lab style format where students are solving problems through experiments and research or studying advance concepts and applying them in real-life scenarios. Of course, the productivity of the “lab” can be affected by student prior preparation.

On that note, Bergmann gives this advice, “Students can’t just “watch the video and be done with it.” He requires note taking on the video and a well-thought out question from each student. Bergmann reports that students do not start off as good questioners, but with persistence and practice, he sees progress. [|**http://educationnext.org/the-flipped-classroom/**]

While the Flipped model is being embraced by some, it is not without its detractors. As with many new approaches in education, not all teachers are lining up to give it a whirl. One possible reason is that not all teachers are comfortable in the digital world. Perhaps this is because many teachers today are products of the 20th century pre-internet world. Marc Prensky refers to these educators as Digital Immigrants. In order to foster this approach, districts would need to support teachers in their efforts by providing on-going professional development, the hardware and software necessary to produce the on-line curriculum, as well as time for teams of teachers to work together. Another possible snag could be that it is also a very different teaching style, where the classroom becomes more of a learning lab, which in turn requires a very different student learning style. Students who thrive in very structured, teacher centered instructional routines with learning outcomes low on Bloom’s taxonomy may feel very uncomfortable in this student centered, project based model with learning outcomes on the higher ends of Bloom’s taxonomy. This would require adjustment time for both teachers and students. There is also the possibility that some students may not have access to high speed internet to view the videos, in which case teachers would have to make alternative plans for student access to the videos such as pre-burned DVDs or flash drives. Furthermore, just as some students do not do homework assigned, there will undoubtedly be students who do not view the nightly videos. Therefore, teachers would have to make an alternative plan for this scenario. I think the best possible solution to this situation comes from Bill Tucker in his article, “//The Flipped Classroom//” in //Education Next, “// I think we just need to be careful not to overuse it. We need to consider that this approach may not work ideally for all learners and with all concepts. We need to think about depth vs. breadth, and also go beyond teaching the algorithm void of analysis in our flipped classroom videos and screen-casts. We need to make our lessons engaging and present them in ways that capture our students’ interest and attention.” [|**http://connectedprincipals.com/archives/3367**]

Finally, the Flipped Classroom has the potential to address the learning styles of students born in the 21st century or what Marc Prensky refers to as Digital Natives. These individuals seem to be wired for high-speed information processing, multi-tasking, and social networking. They are motivated by purposeful tasks, and purposeful means and looks very different to them than their teachers. They no longer regard “studying for the Chemistry, English, or you fill in the blank test” as purposeful in and of itself. They neither regard traditional school curriculum as preparing them for their future nor find it interesting as students of later days may have. These students, the Digital Natives, question what they are being asked to do and why. The Flipped Model with its flexible and innovative curriculum deployment along with opportunities to collaborate, problem solve, research, network, and apply their learning to authentic situations offers a viable instructional approach for Digital Natives.