I am blessed to work with people who are always looking for ways to improve student learning and instruction. It may be a colleague who asks, "What about doing a foldable of some sort to teach special triangles?" to my technology integration specialist who asks, "What if you tried the flipped classroom?" After researching the advantages and disadvantages of the flipped classroom, I decided I would give it a try. If you are wondering what a flipped classroom is, it is where the classroom flips around instruction and homework. The homework for the student is to watch a video of the explanation and then in class they work on the assignment - essentially flipping around our traditional view of instruction/homework.
The advantages of this approach are many according to some of the research I have done. Students get to collaborate in class more extensively, real learning takes place during homework and there is more teacher to student time to guide that learning, the teacher is more of a tutor/facilitator, the students can pause or rewind explanation as their learning pace dictates, the student can listen to the explanation more than once, absent students can catch up easier, etc. So I had read enough to think this was worth a try and I did a trial run. I emailed parents sharing the research and the new approach, and parents were very supportive of me trying something new and open to the idea. My students on the other hand were not so supportive at first. I let them vent their concerns. It was a good reminder that change is hard - very hard and sometimes scary. Their concerns were valid: technology issues, what if they needed a different explanation, needed to ask questions, etc.
So after the first run of it, students decided it wasn't "awful" and there were some advantages to it. They began to think we could try this occasionally. I agree. I think the key word here is "occasionally." It was awkward teaching to a camera and I missed the interaction, had a hard time with pacing without student feedback and could feel my energy for the material draining as I taught. It was a reminder of why I teach - although I like math, my passion is my students.
I still have some questions where education is headed with technology and online learning. Although I could get some of the best math teachers in the world to videotape themselves teaching the material, the teacher in the classroom is not replaceable. It makes me wonder where education is headed with virtual instructors and student/teacher accountability. I know a lot of students who have taken online classes and cheated their way through the course (perhaps they cheated in my class too and I just don't know it).
And what about who "owns" the video that is put online? There are many issues with copyrights on teacher created work. Does the teacher or the district own the creation?
Want more information on the flipped classroom? Here is a link!
Flipped Classroom
Posts
Moving Day
12 years ago
Great post with some intriguing questions. I like that the flipped classroom puts a lot of accountability and responsibility on the student. The work time in class would help many students "if" they came to class ready to work on the concepts viewed the night before. For me the issue once again is: what do you do with those few students that do not come prepared (did not view the lesson the night before). And, where and when did you find the time to record these lessons? You are amazing!!
ReplyDeleteHow many lessons have you done with the flipped classroom? And which classes did you choose?
ReplyDeleteShane - that is one of my biggest questions as it happened already with my FIRST attempt. I had them watch it using my computer but that sort of defeats the whole purpose of it - plus reinforces they don't need to watch it. I need to think about that further and would welcome your insight on it.
ReplyDeleteMarilyn- I have only taped lessons that I would consider "corollary" lessons. The BIG concepts I am more comfortable introducing in class. For instance after teaching integration in class, I taped integration with trig functions. I may have to try a BIG concept lesson just to see if it goes ok. What are your thoughts?
I'm way out of my league w/ your subject matter, of course, but it does seem best to start w/ what you call the corollary lessons first. You would probably experience more resistance from students w/ the big concepts--unless the corollary stuff goes so well . . .
ReplyDeleteDid you prepare your lessons for Calc students or College Algebra?
You continue to amaze me!!
ReplyDeleteAll three of you are awesome educators.....so many possibilities.
Cindy, I love this concept and could see how it could be used as a change of pace. I would really like to hear if things continue to get better. I do feel your concerns as well with technology, I think this is an scary but exciting time in education. Its just like teaching, you change things everytime you teach to make them better, good luck.
ReplyDeleteHi Brett!! I think it has slowly gotten better but I also have learned a few things of what NOT to do. I have got to figure out a way to start the hour when they come in. Getting them to time on task has been an issue. They are very chatty while working in groups. Today I tried starting their homework with them to sort of set the tone. The positive is everyone got their homework done and many really enjoy working in groups. I think the discussion is better student to student too.
ReplyDeleteI hope I change them to make them better each time I teach it - I did today as I really messed up one example the first time I taught it! Thanks for your comments!