In January, CBS News produced a feature story on the flipped classroom, thrusting the model even further into mainstream discussions of education. Accompanied by glowing reviews from a high school physical science teacher and his students, the three-minute segment referred to flipped classrooms as “a ray of hope” for students and parents struggling with applying concepts learned in class to their homework.
In simplest terms, the flipped classroom inverts the traditional teaching paradigm, introducing new concepts, typically via video lectures, that students can watch outside of the classroom at their own pace. Applying the information learned during lectures – what used to be considered homework – then takes place in the classroom under the supervision of the teacher.
As the students from Warren Township High School in Gurnee, Illinois noted in the CBS feature, benefits of the flipped classroom model include being able to pause and rewind lectures, focusing on segments or concepts they struggle to grasp. Teachers are then free to set aside time for collaborative work and address the needs of individual students, challenging those who excel and zeroing in on the struggles of those who lag behind. Ideally, a flipped classroom changes the teacher’s role from “Sage on the Stage” to a more effective “Guide on the Side.”
The cons of the flipped classroom, however, were not properly addressed in the news segment. Tech inequity is the most glaring obstacle to achieving an effective flipped classroom, although some educators are finding ways to address that issue.
In addition, passive lecturing, whether delivered via online video or in the classroom, is not the most effective teaching method.
The presentation of the flipped classroom model as a miraculous solution to a myriad of educational problems is also misguided, especially since it may not fit with every teacher’s instructional style or curriculum. Rather than a solution, the flipped classroom should be viewed as a potential tool that could help educators create a more collaborative, engaged classroom.
Annenberg Learner offers many resources for teachers interested in implementing a flipped classroom. Since a flipped classroom does not necessarily introduce all core concepts via video lectures, Annenberg’s online interactives can serve a similar purpose and be completed by students as ‘homework.’
For example, the Democracy in America series, program 11, “Public Opinion: Voice of the People” interactive prompts students to create an effective poll that will accurately gauge public support for a specific policy, in this case waste incineration. After watching the unit’s accompanying video, students can complete the interactive, which could then be used as a starting point for a collaborative or group polling project in the classroom.
Similarly, the Rediscovering Biology series program on Applied Genetic Modification allows students to engage in an interactive, animated case study to explore the practical details of genetic engineering. After watching and completing the case study at home, students will have a practical example of how genetic modification applies to their lives, making in-class projects and discussions feel more relevant.
Considering the recent water crisis in the American Southwest, teachers may also find the online text and video from The Habitable Planet, unit 8, “Water Resources,” helpful tools to connect real world issues to their classroom. After reading all or parts of the online text, students can then complete teacher-made activities that address water supply issues.
These are just a few examples of how Learner.org resources can help you flip your classroom. Search the site for more content in all subject areas to find videos, and online texts and interactives that your students can work through at their own pace at home, freeing up your instruction time for engaging activities.
Sharehow you might be using Learner.org to flip your classroom in the comments below.
For many educators, the resolutions that really matter are the ones they make in August in anticipation of the new school year. Maybe you’ve resolved to integrate more technology resources into your instruction. Maybe you’re determined to tackle some classroom management issues. For the sake of this post, let’s say that you’ve decided to make your lessons more student-centered.
National Family Month runs from Mother’s Day to Father’s Day, May 12 to June 16 this year. Here are some fun and educational activities from Learner.org that you can do together to build those family bonds:
One day in a college classroom, my professor did the unthinkable: She returned a writing assignment and told everyone that they had failed. She explained why the papers were missing the mark and asked us to redo the assignment. I admittedly felt shock and disappointment, because I hadn’t completely failed a paper before. A couple of people left the classroom. Some, I learned, refused to rewrite their papers. One person even dropped out of the class. Others, including me, saw the challenge and met her expectations. She was absolutely right and she was unapologetic in her frustration. She forced us to confront our weaknesses, and challenged us to write better and to think more critically. For that, I’m grateful.
I just learned this week that a well-liked math teacher at my daughter’s middle school passed away as a result of pancreatic cancer. It was a shock and surprise. My daughter had his class last year, so I was not aware that he had been sick. What I knew of the man was that he came to teaching after a career in finance. In addition to math, he taught his students that understanding math was a key to doing well in the world. He was a friendly but a very no-nonsense kind of person. My daughter liked him and she would report on things that he said in class, which was a rarity.
When I create resources for teaching and learning, I keep in mind the different kinds of learners that are in any given classroom where a teacher uses the content or activity. In that classroom will be students with a range of learning style preferences, talents, cognitive or physical challenges, and socio-economic backgrounds. Some of those students will have autism.