Flipping the Classroom: A revolutionary approach to learning presents some pros and cons | School Library Journal

12 Aug 16

dmkaput

flipped education technology

Flipping the classroom lets school become a place for talking, doing group projects, and getting individual help from teachers—and lets home become a place for watching instructional videos.
“Flipping what the kid does means they do the work ahead of time, come to class, and debrief,”
Ideally, flipping the classroom gives kids “a personalized learning experience,”
Students can use the videos to learn at their own pace—any time or place, says Roberts. “These students can replay their teacher’s explanation of a new concept as many times as they need to without fear of holding up the rest of the class.”
these online options help kids who are absent, too. “Invariably, students are sick, or there’s something else going on in the school that they aren’t there,” she says.
Of course, just because a librarian or teacher posts a video doesn’t mean students will watch it.
And not everything is flippable. “Nothing is going to replace the experience of being a member of an audience that has a group discussion or debate,” says
Teachers can create their own videos and also refer kids to already existing ones. “Leveraging already existing content makes total sense,” says YayMath’s Adhoot. “It’s more efficient, it alleviates the technical stresses inherent with filming and publishing, and it saves time for teachers to do other crucial administrative tasks.”
“The traditional concept of lecturing is completely obsolete now. It doesn’t work any more…. The inefficiency of the classroom knocks people over. I would give the same 70-minute lecture three times a day to my students—210 minutes of lecture on the same topic,” he says. “If you film that same lecture, it ends up being between 8 and 10 minutes.”
Another benefit of a video lecture? A student can decide at home whether he needs to replay a point, but the whole class doesn’t have to sit through it again
In the past, teachers were idealized people who possessed information in their heads, says McCammon. “Then the Internet changed everything. That teacher is no longer the master in the room. Google is the master. That changes the whole dynamic…. You’ve lost that mystique. It makes it harder for teachers to sell this idea of ‘I’m the expert, I’m the master.’” On the other hand, the flipped classroom lets teachers publish their own content, and offers them “a way to become the masters again,” adds McCammon.
Sure, some kids will ignore the video. “The same kids who don’t currently do their homework will not watch the lecture,” says McCammon. “But as you start making your class more engaging, kids who don’t usually do their homework will start doing it because they want to participate in the class.” Kids write questions down while they’re watching the video, and then the first 10 minutes of class is for discussion of what they’ve seen. Then kids spend the remaining 50 minutes working in teams of four to solve problems.
Bad teachers can go online and search their area of content and watch a great teacher teach—and then film their own version of the lesson. “Now all of a sudden, that teacher is a great teacher,” says McCammon. “Now that teacher is the master in the eyes of their students. They’re published. They give great lectures. And they have more time to be more personable.”
Khan Academy is much more about a customized learning experience—working on different math exercises at a different time. It’s a vision of a self-paced, customized learning experience.
“The time flies by because students are the ones leading the learning,” he says
Gwyneth Jones (aka The Daring Librarian) is also sensitive to the need to bridge socioeconomic gaps. “I have kids coming from million-dollar houses, and I have kids coming from homeless shelters or whose parents are working hourly jobs,” says Jones, a librarian at Murray Hill Middle School in Howard County, MD, who posts tutorials on topics such as how to teach Wikipedia (called “Wikipedia Is NOT Wicked!”). “When flipping the classroom, one has to take into account the digital divide. It’s unfair to require a homework component that some kids won’t be able to do at their houses because the technology is not there or the Internet access is not there. Some of our kids’ parents cannot take them to the library.” That’s why Jones believes in the “partial flip”—using videos to enrich activities. “It won’t be where they’ll be penalized or can’t pass the test because they didn’t see a certain video at home,” she says. “I worry about technology crazes fanning around the country that leave out the poor kids. But I also, being a change agent myself and a person on the edge of technology, want to incorporate all those cool things.” Students in parts of the country that aren’t as technologically advanced can be left out, too. “There are places like Iowa, Montana, or Appalachia, where it would be very difficult to get a free wireless signal to everyone,” says Jones. Even preloading flash drives with videos assumes kids own a device at home to plug the flash drive into. So she likes the idea of operating the mobile lab out of the classroom.
And teachers (and state tests) still need to assess students. “If our students are learning collaboratively, should we then assess them collaboratively?”
How does it fit in with the SAT and ACT tests, GPAs, AP tests, and the college-selection process? “Teachers work for administrators, and administrators work for districts, and districts answer to the powers that be that for many reasons are resistant to change,”
“The job of the librarian is to flip for every kid,” says Loertscher. “If one little tutorial doesn’t work, we’ve got 10 others in the wings. There are all kinds of learners, all styles of learners.” To find the best materials, librarians should “use the same criteria they’ve always used for printed materials—authority, interest, accuracy,” he says. They shouldn’t just fall in love with the latest trend.
“Why am I doing this? Why is it beneficial to students?”

18 more annotations...

06 Oct 15

miaspasia

Flipping the Classroom: A revolutionary approach to learning presents some pros and cons http://t.co/7krddqmbyF #flipped_INTEF

flipped_INTEF

15 Apr 15

evelinnieves

Flipping the classroom lets school become a place for talking, doing group projects, and getting individual help from teachers—and lets home become a place for watching instructional videos
Teachers can create their own videos and also refer kids to already existing ones. “Leveraging already existing content makes total sense,” says YayMath’s Adhoot. “It’s more efficient, it alleviates the technical stresses inherent with filming and publishing, and it saves time for teachers to do other crucial administrative tasks.”
A student can decide at home whether he needs to replay a point, but the whole class doesn’t have to sit through it again.

1 more annotation...

23 Feb 14

Andrés García Álvarez

flipped classroom flippedclassroom pros cons education

03 Feb 14

Tiffany Coggins

flipped classroom flipping classroom video lectures personalized learning

“The idea is to use technology to make sure that the time in the classroom isn’t spent on lecturing. Instead, the students can actually experience some of the stuff at home and then come into the classroom and have meaningful discussions with their teachers,”
Another benefit of a video lecture? A student can decide at home whether he needs to replay a point, but the whole class doesn’t have to sit through it again. “Our little tagline: ‘Life is too short. Stop repeating yourself,’”

30 Oct 13

Kristen Fouss

flip

23 Sep 13

AJ Verhage

27 Jul 13

Diane Ankenmann

rationale, strategies

flipped classroom

23 Jul 13

Enzina Zaino

Do what’s best for your kids,”
Flipping the classroom lets school become a place for talking, doing group projects, and getting individual help from teachers—and lets home become a place for watching instructional videos.
Flipping what the kid does means they do the work ahead of time, come to class, and debrief,”
I flipped my classroom, and I didn’t even know it,” says Doug Johnson, the director of media and technology for the Mankato Area Public Schools in Minnesota. “I’d ask my kids to read the text at home, and then I’d use the class time to discuss the lesson. Now, instead of asking kids to read, we’re asking them to watch videotape lessons. I sense this is something like old wine in a new bottle.”
The end goal is personalized education. The flipped classroom is just a means to that end.”
Students can use the videos to learn at their own pace—any time or place,
And not everything is flippable. “Nothing is going to replace the experience of being a member of an audience that has a group discussion or debate,”
It’s important for students to be together in person
Content is still king, and topic videos are still supreme.
Better teachers need to be efficient, reflective, and really good at building and strengthening relationships with students and parents,
When flipping the classroom, one has to take into account the digital divide. It’s unfair to require a homework component that some kids won’t be able to do at their houses because the technology is not there or the Internet access is not there. Some of our kids’ parents cannot take them to the library.”
The “home” portion of the flipped classroom can be too passive for many educators’ taste
Some of the most effective ways that students can learn are by doing, not by watching other people do,”
If there’s a video that can help someone understand something, that’s great. I just don’t think that should be the be-all and end-all.”
he American Academy of Pediatrics recommends kids limit “screen time” to two hours a day because too much exposure has been linked to obesity, irregular sleep, behavioral problems, violence,
Nielsen, who opposes “scapegoating screening,” says it depends on how the tools are used. “You could be writing, creating, changing the world from your laptop,” says Nielsen. “In countries like Egypt, we’ve used screens to start a revolution.”
The flipped classroom’s buzzword? Curation.
Students need to feel as though their teachers are guiding them to the best materials, not merely giving them a list of videos to watch, says Valenza. And teachers (and state tests) still need to assess students. “If our students are learning collaboratively, should we then assess them collaboratively?”
They also shouldn’t just swallow the flipped concept hook, line, and sinker. “Teachers should keep posing the ‘why,’” says Bob Schuetz, the technology director at Palatine High School in Illinois. “Why am I doing this? Why is it beneficial to students?”