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15
10
Pros (Benefits) Cons (Challenges)
Debate Score:25
Arguments:25
Total Votes:25
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 Pros (Benefits) (15)
 
 Cons (Challenges) (10)

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Flipped Learning

Pros (Benefits)

Side Score: 15
VS.

Cons (Challenges)

Side Score: 10
1 point

Tell us why you think flipped learning is an effective instructional strategy.

Side: Pros (Benefits)
1 point

Flipped learning is an effective instructional strategy because it gives students the power to take charge of their own learning and maximizes time spent with instructors. With flipped learning, students have the content at their fingertips and can decide for themselves “when and where they learn” (Flipped Learning Network, 2014). Based on the constructivist learning theory, it is best to encourage active learning because in doing so learners can construct meaning from their own experiences. By implementing the flipped learning strategy we provide students with the opportunity to be active learners; if students need less time or extra time with the content, they can provide that differentiation to themselves (flipped learning.org). Students do not need to interact with the content through their instructor but instead can do so directly (Maddraw Productions, 2012). Additionally, by providing students with unlimited access to the content, instructors can maximize time in class to fortify and solidify content mastery. Students have the power to internalize the content at home, but if they need clarification and support the instructor will have plenty of time to do so during class.

Although I believe that flipped learning is an effective instructional strategy, it does not have to be the only instructional strategy (Goodwin & Miller 2013). I acknowledge as well that it may be difficult or even not effective for certain classrooms There are many challenges to implementing this strategy such as time and access to resources (Educause 2012). That being said, it has the benefits mentioned above and it better prepares students for university courses. I previously worked in a highly structured charter school that boasted 100% college/university acceptance rates. Students were so proud to pursue high education, but many dropped out because they were unfamiliar with how to navigate learning on their own. If students had actively participated in the flipped learning strategy, I believe they would have been better prepared for college/university and less would have chosen to drop out.

Reference List

EDUCAUSE. (2012). Things you should know about… flipped classrooms. Retrieved from https://net.educause.edu/ir/library/pdf/ELI7081.pdf

Flipped Learning Network (2014) What is Flipped Learning? Retrieved from http://flippedlearning.org/wp-content/uploads/2016/07/FLIPhandoutFNL_Web.pdf

Goodwin, B., & Miller, K. (2013). Research says/evidence on flipped classrooms is still coming in. Technology-Rich Learning, 70, 78–80. Retrieved from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still- Coming-In.aspx

MadDrawProductions [Producer] (May 27, 2012). The flipped classroom. [Video File]. Retrieved fromhttps://www.youtube.com/watch?v=ojiebVw8O0g

Side: Pros (Benefits)
1 point

Though I was planning on flipping instruction for my next unit, I feel more confident about my decision after exploring reading through the provided articles/blog posts. I’m currently interning at a middle school. I found myself at a bit of a loss when I realized I would designing a unit covering Romeo and Juliet for five classes of on-level eighth graders, and I was on the floor when I realized I had only 6 full weeks to accomplish this.

English teachers frequently must juggle familiarizing students with the anchor text, addressing students’ individual weaknesses (in reading, writing, speaking, etc.), while teaching beyond local, state, and federal standards. To be honest, time-constraints drew me into flipped instruction.

But, something that reappeared throughout the readings was the idea of more individualized pacing. Some of my students with IEPs and 504 plans need a great deal of processing time; flipped instruction provides these students access to content (such as literary terminology/concepts), at home and with other instructors they may spend time with (such as the speech-language pathologist, alternative educator, special educator, ESOL teacher).

Also, flipped instruction appropriately challenges students to time-manage their own coursework, a concept most eighth graders fail to grasp until after a very difficult transition into ninth grade.

It also support one of my objectives for students regarding the development of good scholarly habits, such as notetaking.

I also find that, despite Common Core, students are unable to collaborate with peers without being told to do so. Though it may seem natural for some individuals to ask friends for academic help when necessary, my current school site’s culture doesn’t push this as a norm. It’s something that needs to be taught, and I believe flipped instruction and additional support (such as modeling appropriately online interactions) may be one way to do so.

I also think this is a great way for more dependent students to begin self-advocating for themselves. Online forums provide a less intimidating way through which students may interact with their instructors.

In general, appreciate the idea of shifting the focus away from the teacher to the learner, in the way it makes students accountable for their own learning.

I also think flipped instruction is a great way to have hesitant parents/guardians participate in their child’s learning; it’s a prime example of an open-door policy.

I acknowledge the fact that many students don’t have access to technology at home; however, I’m very fortunate to be situated in a school with a media lab and computers carts which students can gain access to (before, during, and after school) simply by asking a staff member. Again, this requires careful planning on part of the student.

Another issue I’m seeing in my classroom is, despite the fact my students are considered digital natives, they require instruction in digital literacy. Flipped instruction allows students to explore new online tools and media formats, on their own time.

I’m not really going to speak to the fact that flipped instruction requires a great deal of preparation and planning on part of the instructor because I feel all good instruction does, but I would like address the idea of creating your “own obsolescence.” I do think teacher-generated content is far too easily circulated without the creator’s consent. Prior to releasing video-content, I believe I would like parents and students to sign an agreement protecting my rights as a primary creator.

By far, one of the greatest benefits of flipped instruction is the time it carves out for guided practice/reading in the classroom, which gives me time to do more than just make sure students are reading a Shakespearean play. I can now formatively assess comprehension, which I would not have been able to do accurately through a written prompt or multiple-choice quiz. I can create more engaging skills/inquiry-based lessons, without fearing I haven’t covered enough standards in the provided 50 minutes of class time.

Side: Pros (Benefits)
1 point

I believe that in the right environment meaning substantial amounts of technology provided and a lot of at home parent support flipped learning is an effective instructional strategy. A very powerful part of flipped learning is the student choice aspect. In a flipped classroom teachers "create flexible spaces in which students choose when and where they learn" (Flipped Learning Network, 2014). In addition to that students are given the opportunity to take ownership of their learning. For example, with flipped learning, students are "actively involved in knowledge construction" (Flipped Learning Network, 2014). One major takeaway was that in flipped classrooms there is a overall shift from group learning to the individual learning. In the right context with the right support and tools I would implement the flipped learning model in my classroom.

- Tierraney Richardson DDELE 91 Spring 17

References:

Flipped Learning Network. (2014). What is flipped learning? The four pillars of F-L-I-P. Retrieved from http://flippedlearning.org/wp-content/uploads/2016/07/FLIP handoutFNL_Web.pdf

Side: Pros (Benefits)
1 point

A flipped classroom allows students more control of their own learning. It allows students to revisit concepts they don’t understand as many times as they need, so a teacher can help students rather than consistently reteach concepts. In the Educause article, the author shows how a flipped classroom also allows teachers to correct student thinking rather than just student work. Furthermore, one of the four pillars of flipped classroom is flexibility, which is great for differentiation. Students can spend more time trying to do the work in school, where a teacher can answer clarifying question. It really gives more time for hand- on activities rather than constant student lectures.

Side: Pros (Benefits)
1 point

Flipped learning is an effective instructional strategy because it provides instructors with an opportunity to focus on higher level thinking, delve into greater depth on topics and maximize class time. Students benefit from flipped learning because they can learn at their own pace and have ownership and control over their learning. Students can no longer be passive learners. As a result, student engagement increases. When using the flipped classroom strategy, instructors can recognize the diverse needs of students and utilize different tools that address all learning styles.

Flipped learning is not simply watching lectures prior to class. Educators who implement flipped learning must carefully consider the design of the course. For example, to assess learning prior to class, students are assigned an online activity such as participating in a group discussion or writing a private journal entry. As a result, teachers can identify learning objectives that need reinforcement during class time. Students are not likely to complete online activities without an incentive. As such, online activities should be graded. If instructors grade at home activities, traditional assessments are worth a smaller percentage of the student’s overall grade, which reduces the stakes of exams. It also provides an alternative avenue for students to demonstrate learning. Designing a course that incorporates flipped learning is time consuming and is initially more work for the teacher. However, the benefits of flipped learning outweigh the disadvantages.

References:

Bart, M. (Ed.). (2014). Blended and flipped: Exploring new models for effective teaching & learning [Special report]. Madison, WI: Magna Publications.

Bergmann, J., & Sams, A. (2012). Why you should flip your classroom. In Flip your classroom: Reach every student in every class every day (pp. 19–33). Washington, DC: International Society for Technology in Education. Retrieved from http://www.ascd.org/publications/books/112060/chapters/Why-You-Should-Flip-Your-Classroom.aspx

Side: Pros (Benefits)
1 point

Flipped classroom is an effective tool that allows students the ability to use the material that is being taught instead of just learning the material. In high school we expect our students to understand science topics and figure out how they relate to other topics and be able to use this information. I have found that alot of times I have spent an entire class period lecturing because my students do not understand a particular topic. By adding flipped classroom the students would be able to move through the lecture at their own pace and be able to pause and take notes when they felt like they should. From there they would come to class prepared and ready to tackle the material they have already been exposed to. I am currently doing a modified flipped classroom model in my classroom where they students use an app to explore lecture material and than I will quickly go over the information in class and do a lab. I think it is more important that our students understand the material than just know the material. I think by adding a flipped classroom model it will allow this to happen

Side: Pros (Benefits)
1 point

I absolutely think that Flipped Learning and Instruction is an effective strategy. Yes, they are things that make this model not suitable for every teacher or classroom but overall this strategy allows students to have more control over their learning, with the ability to repeat the video, pause and replay parts for greater understanding. Flipped learning promotes a collaborative and student-centered environment and uses a language that students of today speak - meaning students of today grew up with technology that allows them to consume at their own pace and engages them in ways they thrive. Not only does a flipped classroom provide a hands-on approach to improving student achievement, it involves them in their learning. For teachers, this approach is a much more efficient way to use classroom time and allows them to focus on individual needs and help them during, what I think is a critical part of the learning process, the problem-solving stage. Flipping a lesson helps students who are struggling and “allows students of all abilities to excel” (Bergmann & Sams)

I think the hardest part of implementing this strategy is for teachers to understand that the lecture is not the most important part of the learning process. Teachers must present content in an engaging way and not just film themselves talking for 45 minutes. Videos must be short and to the point and in class activities must be collaborative, interactive and that embrace the concepts and allow students to apply them creatively. (Flipped Learning Network, 2014). “The main goal of a flipped classroom is to enhance student learning and achievement by reversing the traditional model of a classroom, focusing class time on student understanding rather than on lecture. To accomplish this, teachers post short video lectures online for students to view at home prior to the next class session. This allows class time to be devoted to expanding on and mastering the material through collaborative learning exercises, projects, and discussions. Essentially, the homework that is typically done at home is done in the classroom, while the lectures that are usually done in the classroom are viewed at home.” (Acedo, 2013)

Flipping is not for everyone or even every lesson but can be a great way to reach and engage students and create a truly collaborative learning environment that allows everyone to succeed.

References:

Acedo, M. (2013, November 27). 10 Pros And Cons Of A Flipped Classroom. Retrieved March 10, 2017, from http://www.teachthought.com/learning/blended-flipped-learning/10-pros-cons-flipped-classroom/

Bergmann, J., & Sams, A. (n.d.). Chapter 3. Why You Should Flip Your Classroom. Retrieved March 10, 2017, from http://www.ascd.org/publications/books/112060/chapters/Why-You-Should-Flip-Your-Classroom.aspx

Flipped Learning Network. (2014). What is flipped learning? The four pillars of F-L-I-P. Retrieved from http://flippedlearning.org/wp-content/uploads/2016/07/FLIP handoutFNL_Web.pdf

Side: Pros (Benefits)
1 point

To be very honest, before I looked through some of the media and read the texts from this unit, I was a staunch opponent of flipped learning. Much of my opposition has often yielded from my current role as a teacher in a Title I public school. Ultimately, many of my students do not have the technology at home to support this learning model. Furthermore, I had also believed that flipped learning might be challenging for younger or more immature elementary-aged students so, in the past two years, I have, instead, opted for a blended learning model. Yet, when watching the brief video with Bergman and Sams (Pearson, 2013) where they addressed ways flipped learning could be used in the elementary classroom, this immediately opened my eyes to the many opportunities this model might create for me to work more strategically to support my students.

Thus, I agree that flipped learning can be an effective instructional model for the following two major reasons:

1. In the Educause (2012) article, the authors write, “There is a concomitant change in the role of students, many of whom are used to being cast as passive participants in the education process, where instruction is served to them. The flipped model puts more of the responsibility for learning on the shoulders of students while giving them greater impetus to experiment.” Making students genuinely own their learning and apply their knowledge through rigorous activities and experiences is likely to make a much greater impact on a child’s life and educational career than will trying to rush through providing them new instruction and an engaging activity within the limited class time available to teachers. Essentially, Flipped Learning forces students to dig deeper and become Leaders of their Own Learning which are skills that they must develop to be successful citizens.

2. Students receive support and additional instruction when it is meaningful to them. At the end of her lengthy argument against the flipped model, after having tried it in her Literature class, Schuman (2014) explained, “And indeed, perhaps it is smaller classes, rather than a flashy delivery model, that the edu-trendy should be flipping out about.” While I am 100% an advocate for smaller class sizes, with shrinking budgets, this is not an option for many K-12 public schools, mine included. Therefore, when thinking about education reform that is in my locus of control at this time, having the ability to truly circulate between my students as they are engaged in the learning and have had time to process their new knowledge, sounds like a dream come true.

Despite my support for flipped learning, I am aware that it also has its drawbacks. Students’ age, maturity, technological resources, buy-in and parental support, amongst many others, must be heavily considered for this model to be successful. Yet, with the proper infrastructure and preparation, I truly believe that flipped learning could open an entire new world of personalization that would begin to move the public education system in the right direction.

Jennifer Roberts, Section 91

References

Flipped Learning Network. (2014). What is flipped learning? The four pillars of F-L-I-P. Retrieved from http://flippedlearning.org/wp-content/uploads/2016/07/FLIP handoutFNLWeb.pdf

P. (Pearson). (2013). Introduction to F-L-I-P [Video file]. Retrieved March 10, 2017, from http://www.kaltura.com/index.php/extwidget/preview/partner id/470781/uiconfid/3676811/entryid/1fq9g3v4l/embed/legacy

Schuman, R. (2014, February 19). What Is a “Flipped” Classroom? Is Your Kid in One Right Now?! Retrieved March 10, 2017, from http://www.slate.com/articles/life/education/2014/02/flipped classroomsincollegelecturesonlineandproblemsetsintheclassroom.html

Side: Pros (Benefits)
1 point

I am team flip. It may not be for everyone or good for everyone’s environment but it is for me and my students. My school climate fits the profile in almost every area that demonstrates why it should be tried. Failure rates from within in my school are 30 to 40% (Flipped Network). “Homework is private hell of frustration and confusion” (Goodwin, 2013). Flipping speaks student’s language as they are constantly’ screen faced’. Relationship is better than redirection, I was once told; Flipping allows more time for teachers to talk with students one on one and for them to teach one another. Sometimes I struggle to keep students engaged during information dissemination time (lectures) and it usually comes with a bribe that group/partner work will soon follow as a trade for undivided attention.

One of my ongoing goals is to teach students to learn for themselves and to teach students not to wait for an ‘AHHA’ moment created by the teacher, through the teacher, or in class. I love the idea of amplified labs, application, and analysis with students who are already familiar with the topic and starting to process and form opinions. Per memory research, it is best to learn a novel idea and allow time for forgetting to sink in before reiterating the knowledge with practice and recall. Flipping affords just the right amount of time – provided by the mixture of an A/B schedule with at home videos 1 to 2 days before class. In this way, in class dissemination is not new and can take the form of Q&A;, mini assessments, and analysis that will reinforce meaningful and impactful stickiness of material.

Feedback and differentiation are also reoccurring goals. Feedback has one of the strongest effect sizes on learning (Goodwin, 2013). There are many pessimists and seemingly for good reasons, some of which include: lack of data, excess homework, Anti-lectures, lack of access. However, the focus here will be the first one: lack of data to support a flipped classroom setting. One study stated, the control group was also exposed to flipped setting, and then claimed flipping has no significant effect which doesn’t make much sense. If both groups were exposed then how could there be a difference. In my opinion, Learning mastery may not significantly influence grades who but rather softer skills, like student behavior, attitude, engagement, and overall school outlook. The difference could result in more graduates because flipped classrooms or any classroom, for that matter, with a focus /goal of students in for that matter seeking to engage kids is first place.

References

Goodwin, B., & Miller, K. (2013). Research says/evidence on flipped classrooms is still coming in. Technology-Rich Learning, 70, 78–80. Retrieved from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx

Nielsen, L. (2011, October 8). Five reasons I'm not flipping over the flipped classroom. Message posted to https://theinnovativeeducator.blogspot.com/2011/ 10/five-reasons-im-not-flipping-over.html

https://www.sophia.org/flipped-classroom-survey?utm source=twitter&utm;medium=organic&utm;_campaign=flippedinfographic

MadDrawProductions [Producer] (May 27, 2012). The flipped classroom. [Video File]. Retrieved from https://www.youtube.com/watch?v=ojiebVw8O0g

Side: Pros (Benefits)
1 point

Flipped learning can be an effective instructional strategy, when the appropriate access to technology is available. Students are able to learn at their own pace by pausing and rewind lectures or resources that were meant to be reviewed at home: “the flipped model puts more of the responsibility for learning on the shoulders of students,” (Educause, 2012). Class time is then devoted to applying the concepts taught and more guidance from the teacher (Educause, 2012). Students are able to review the lesson for the day and come into class with questions and a greater understanding of what is expected of them for the day.

I teach Spanish and feel that I lose a lot of instructional time by reviewing the vocabulary and pronunciation. While it is very important for students to understand the vocabulary and pronunciation, I would prefer having more time to practicing and applying the vocabulary. A flipped classroom would allow me to pre-record myself going over the vocabulary and grammar rules, so when students arrive in my class we can start applying the concepts learned. I could also provide extra support to those students that would benefit from it, while other students can be pushed to do more with the concepts. I would also have more opportunities to create collaborative projects so that students are not only learning from me, but from each other.

While I understand that a flipped classroom would mean a lot of work on the front end, I do believe that the benefits outweigh the amount of time that would be spend making the instructional videos. I would be able to have my students practice more in the classroom, which would lead to greater success in improving their skills of feeling confident with the language. Many students complain that they lose face-to-face lecture time, but they are in turn gaining more face-to-face assistance and guidance.

Works Cited

EDUCAUSE. (2012). Things you should know about… flipped classrooms. Retrieved from https://net.educause.edu/ir/library/pdf/ ELI7081.pdf

Side: Pros (Benefits)
1 point

Having students access readings, lectures and course content before coming to class to engage in learning activities has garnered some criticism, such as a heavier workload for students and a considerable increase in time spent on making and editing videos and designing in class activities for professors. However, research on flipped classrooms generally tends to support that the short term pain is worth the longer term gains. The gains include improved learning outcomes, longer term retention of the material and higher overall student satisfaction.

The flipped classroom is applicable and appropriate in the higher education space, as professors and administrators consider how to engage and capture the attention of a student population that has been raise with technology as a primary means of communication and expression. Professors may have a 60, 90 or 120 minute class that they traditionally conducted by standing at a podium or at a chalk board and lecturing for the entire time with a pause for the occasional question.

The flipped approach, when implemented well, trims the lecture down to the essential content that aligns with well-defined learning objectives. Students should not be at home watching the same 60, 90 or 120 lecture. Instructors condense, chunk, and make short 10-20 minute videos to present the lecture content that students watch outside of class. Short-quizzes can be interspersed to help keep the students focused and test their understanding of the outside class material. In class, teachers spend time facilitating learning activities, active learning exercises and interacting with students on a more personal and deeper level.

At Johns Hopkins more and more professors are interested in converting their traditional courses to the flipped format. When they see that their peers are 1) seeing improved learning gains, 2) receiving better student course evaluations and 3) having fun teaching, they become interested to find out more and to give it a try themselves. Additionally, the University is investing in the conversion of traditional lecture halls into active learning spaces that support the in-class activities of the flipped format.

Side: Pros (Benefits)
1 point

I'm a huge advocate for flipped learning. It's definitely a buzz word that gets thrown around a lot and means a lot of different things to a lot of different people, but I do believe that it is the organic evolution of education in the digital age.

I recently had a conversation with a colleague who made the following point: English classes have been "flipping the classroom for decades." He went on to outline how students don't come to school to read the book but rather to engage with the material, deconstruct it, and interpret it in meaningful ways with the classroom educator facilitating that experience. This is a glaringly obvious point and the thought of doing it any other way in an English class context seems absurd. But inevitably, we do.

When writing grants, I routinely cite the New Media Consortium's Horizon Reports for K-12 education as they are a great resource for understanding short and long term trends in educational technology. These reports are the culmination of a great deal of input from academics/educators/researchers/etc. from around the world and they way in which the report is constructed is via an online wiki that is then made available to the public alongside the published report. I've included a link from the 2017 discussion from the Higher Education Edition around the Flipped Classroom below. In the discussion around establishing a cohesive definition of what a flipped classroom actually is, the contributors have an interesting back and forth around 1. How might this technology be relevant to the educational sector they know best, 2. What themes are missing from the above description that they think are important, 3. What they see as the potential impact of this technology on education and interpretation in museums, and 4. projects working in this area. It's an intriguing read and the discussion emphasizes many of the reasons I advocate for the flipped classroom: active learning, learning well, maximizing resource management/implementation, repositioning of the teacher as a facilitator rather than lecturer.

Overall, I've always argued that gathering students in a single room with a teacher in front of a chalkboard was NEVER the best way to educate, rather it was the only way technologically possible throughout history. For centuries educators simply couldn't connect with students outside of a designated physical building. Obviously things have changed and so too should the delivery systems through which we disseminate information. The internet knows more than every K-12 teacher any of us has ever met combined and it's simply a waste to only engage with online resources in superficial ways. We now have an online textbook with an infinite amount of pages and flipped learning allows for students to better utilize this resource and then unpack the information with the support of an educator. For me, being an educator isn't about being the sole mechanism for delivering information but rather being the guide for students to access, understand, interpret, and apply content in the pursuit of targeted skills.

Supporting Evidence: NMC Link (horizon.wiki.nmc.org)
Side: Pros (Benefits)
1 point

A flipped classroom allows students more control of their own learning. It allows students to revisit concepts they don’t understand as many times as they need, so a teacher can help students rather than consistently reteach concepts. In the Educause article, the author shows how a flipped classroom also allows teachers to correct student thinking rather than just student work. Furthermore, one of the four pillars of flipped classroom is flexibility, which is great for differentiation. Students can spend more time trying to do the work in school, where a teacher can answer clarifying question. It really gives more time for hand- on activities rather than constant student lectures.

Side: Pros (Benefits)
1 point

I honestly believe that in a perfect world a flipped classroom would not be necessary. However, with the limitations that I am presented with I have decided that for my class flipped learning is our best option. I agree with Lisa Nielsen when she discussed that homework should not need to be necessary. Many educators and parents argue that we need to allow children time to be children and that should occur after school. The flipped method requires a large amount of homework. I do not like that I must give my students homework. However, I am fighting against a massive amount of content. I teach AP World History and the amount of information that I am suppose to impart to my students is well beyond what I think is reasonable. In the next month I need to I need to cover all of the history of the 20th century, World Wars included. When it comes down to taking out testing days I am left teaching WWII in two class periods. Two! I couldn't possibly begin to cover the necessary items for my students so I have to provide them content in a different way. I have begun developing what I call "Content Searches." These allow me to offer a "menu" of options to my students. I think that flipped learning allows for more content exposure and it also allows for differentiation. I offer my students videos, textbooks readings, articles and podcasts as options. They do not have to use all items. They can pick what they'd like to use and what they feel they learn best from. Then in our class time I am able to focus on writing development or application of content through interactive modules. I don't love the amount of homework that I assign but I feel that my responsibility is to make sure students can perform well on the AP exam and this is the best way I have come up with to transfer content.

Side: Pros (Benefits)
1 point

Tell us why you think flipped learning is not an effective instructional strategy.

Side: Cons (Challenges)
1 point

Although I believe that almost all methods of teaching have a place within our educational system, based off of my own personal experience, I do not think that the flipped classroom approach would work for my students. Here are a couple of reasons why:

1) As Lisa Nielson points out, not all students have access to technology at home. I know many of my students do not have internet access at home, and some do not even have a computer. This would make it impossible for these students to watch the lectures at home.

2) Many students cannot sit for 45 minutes listening to a lecture. In the flipped classroom, there is no interaction, it is merely a solo activity. In my classroom, we mix up activities so that students stay engaged, and I think it would be difficult to maintain the same level of student engagement in a flipped classroom.

3) The time ratios are off. The flipped classroom approach assumes that equal time should be spent on lecture and homework. However, I think that having 45 minutes of work to do at home is much too long. My classes are 45 minutes, but I only assign 10-15 minutes of homework. To expect students to spend longer at home on one subject is unreasonable. Further, I don't think I could fill an entire period of just doing "homework" based on what the students learned at home.

4) Students cannot ask questions while learning at home. Sometimes, students need a small clarification of one point to be able to grasp the rest of the lesson. Without a teacher though, even a minor question can halt a students ability to learn.

Side: Cons (Challenges)
1 point

After doing the readings and seeing the multiple perspectives on flipped learning, I can see the benefits provided within certain environments, however, I do not believe it is an effective strategy for me to use with my students.

As a special education teacher of 6th grade students, there are many drawbacks to instituting flipped learning. The greatest being that flipped learning is "built on a traditional model of teaching and learning. I lecture - you intake" (Nielsen, 2011). As a 6th grade teacher, especially for students with disabilities who learn in different ways, lecturing is not a tool I use in my class. My students do not learn from lecturing and showing a video of me lecturing or someone else lecturing as homework won't help these students learn. My students learn when they do hands-on activities, discussions, and a variety of other strategies. There are times when we do mini-lessons so they have some sort of direct instruction, but these do not last long as the rest of class is spent creating, collaborating, enriching, remediating, etc. Therefore, I don't think I need to use flipped learning where my students need to watch a pre-recorded lecture to be able to have a student-centered approach in the classroom.

Although based on what I read, it seems like I currently am instituting certain elements of flipped learning in the classroom, however, I do it without the lecture and homework piece. This is due to the "drawbacks associated with time, student work ethic, personal work ethic, technology access and history" (Hennessy, 2012). If students do not complete the video assignment at home, they will have to do it during class as they wouldn't be able to participate in the activities. This is an additional challenge that doesn't occur with how my student-centered classroom works currently. We also have to acknowledge that not all of our students have access to technology at home and if they do, it may not be adequate enough to pull up a video and be able to stream it. Lastly, "flipped homework is still homework" and I'd much rather have my students partaking in other enriching activities than watching a lecture (Nielsen, 2011). I certainly see the benefits of implementing some of the philosophies of a flipped learning environment, I do not see the entire practice as an effective instruction strategy for me nor my students.

Side: Cons (Challenges)
1 point

I think that flipped learning is not an effective instructional strategy because it doesn't allow the instructor the real-time access to the student in order to find out what they really know so that the teacher can make adjustments in the moment to either push student understanding or fill in student gaps in understanding. One would have to employ more traditional style teaching to make this effort possible, in which case it acts more as a supplemental strategy rather than a replacement. I would be interested in using it as a supplemental strategy for a re-teach between lessons or Big tests. Since "the flipped model puts more of the responsibility for learning on the shoulders of students while giving them greater impetus to experiment" (EDUCAUSE, 2012) it would be a great tool for my science class.

However, I think that the flipped strategy takes too many things for granted in order for it to be executed effectively. Age, for example, is one of those things. According to the EDUCASE article, the Flipped strategy is primarily used in colleges to address "procedure that is notoriously difficult to explain in a standard lecture." (EDUCAUSE, 2012). Therefore, this kind of format isn't exactly developmentally appropriate for 3rd and 4th graders.

References:

EDUCAUSE. (2012). Things you should know about… flipped classrooms. Retrieved from https://net.educause.edu/ir/library/pdf/ ELI7081.pdf

Side: Cons (Challenges)
1 point

I have mixed feelings about Flipped Learning but have decided to support this side of the debate because I think the practice of flipped learning is popular among many who are advocate for sweeping education reform. As such, the idea of changing the traditional instructional model seems like a step in the right direction. However, I agree with Lisa Nielsen in a few of her points--primarily her idea that the most important change to the educational system will come when we stop the practice of grouping students by age instead of ability. In other words, not by their "date of manufacture." I agree with this, but in anticipation of challenges to this argument I acknowledge that this approach would have implications for social stratification and developmental stages. Intellectually curious 9-year-olds who are academically advanced would probably not be able to navigate the middle or high school social environments with ease. This goes the same for a 16-year-old who is reading at a 3rd grade level, what would be the potential social harm of placing this student with a group of 8-year-olds? Another potential downfall with the Flipped Classrooms is that there is a heavy emphasis on homework, which takes away from students time to explore other passions and take care of family obligation. In the article, by Rebecca Schuman "The flipped classroom: A disruptive revolution in pedagogy, or yet another educational fad?" she points out that flipped classrooms could be an educational fad like so many others before it. In it Schuman states that "Opponents bemoan the oversimplification of difficult course material, the technical difficulties, and the extra homework—for students, and for faculty". I agree these are some potential risks absolutely. Another point to consider is the lack of research supporting the merit of the Flipped Classroom structure. Goodwin and Miller stated, "To date, there's no scientific research base to indicate exactly how well flipped classrooms work. But some preliminary nonscientific data suggest that flipping the classroom may produce benefits. (Goodwin and Miller, 2013). In closing, my view is that while there may indeed be some merit to the Flipped Classroom model, it needs to be taken with a grain of salt as one idea in the pot of soup towards improving the American educational system.

References:

Goodwin, B., & Miller, K. (2013). Research says/evidence on flipped classrooms is still coming in. Technology-Rich Learning, 70, 78–80. Retrieved from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still- Coming-In.aspx

Online Article - The flipped classroom: A disruptive revolution in pedagogy, or yet another educational fad?

Blog Post - Five reasons I’m not flipping over the flipped classroom

Side: Cons (Challenges)
1 point

As the general shift in education moves towards a more technology-enhanced, student-centered classroom, I believe the flipped classroom model is one to stay – for some subject areas. STEM courses are much more conducive to the flipped classroom model because the work is process-based and only allows for one correct answer. Since the lecture is going to be the same (more or less) every time the teacher delivers it, it makes sense to have the students work at their own pace and interact with the material in the way most comfortable for them. STEM teachers can then use the additional classroom time reinforcing the lecture material and allow students to practice their new skills.

However, the lectures between STEM and humanities classes look extremely different. I teach high school English and frankly, as Rebecca Schuman also argues, the subject seems “unflippable” (Schuman, 2014). She continues by saying that “flipping can ring hollow” for English “lectures,” which are really just discussions (Schuman, 2014). Of course, there are some skills I could teach through this model, such as properly citing a research source or grammatical lessons; however, discussion is at the core of my classroom. Although online discussions could take place in the flipped classroom, I do not see it as a replacement for traditional in-class discussion.

Lisa Nielsen also touches on some of the pitfalls of the model, especially in regards to access to technology. Furthermore, I have a great deal of students who work almost as much as I do – every day, after school, until 11 pm or even midnight, making homework extremely difficult to complete. Nielsen argues, “The flipped classroom is built on a traditional model of teaching and learning. I lecture - you intake. While this method of teaching works for some learners, many others thrive with a model that takes a more constructivist approach” (Nielsen, 2011). Engaging with the lecture – through inquiry and discussion – is what fosters learning, which I believe is lost through the flipped English classroom model. Furthermore, The Concordia University study showed no significant increase in test scores using this model, even in a STEM class (Hennessy, 2012). Frankly, I see this model as just another educational fad.

Side: Cons (Challenges)
1 point

While I believe that flipping the classroom can be an effective intervention in individual cases and some specific contexts, I think that as educators we must also be aware of this strategy's limitations.

Lisa Nielsen points out that the flipped classroom model requires a significant amount of prework/homework, which may or may not be developmentally appropriate depending on students' age. As a 4th grade teacher I have a hard time imagining how I would effectively leverage this strategy with my students in a way that would get the information to "stick" for them. Furthermore even if students are able to watch the required videos at home, it is left up to them to do so in an environment that is conducive to learning. Some students will choose to access the flipped classroom media in noisy/distracting settings, and others simply may not have a quiet and calm place they can go to engage with content.

It also bears repeating that the flipped classroom model is more appropriate for some content areas than others. As Rebeca Schuman points out, humanities-based classes rely on rich discussion that is difficult to replicate in an online video. While flipping the classroom may be helpful for processing more fact-based tasks and lectures, I think instructors need to be strategic about what content they flip and when they choose to do so.

With these considerations in mind I believe that educators should continue experimenting with the flipped classroom model, but I would caution them from jumping to the conclusion that it has the potential to revolutionize education all by itself.

Side: Cons (Challenges)
1 point

Now there are some components of a flipped classroom that I employ from time to time. I have students watch videos to learn certain course content that we are discussing in class, but it is always during class time and only for a few minutes. I utilize the videos to enhance what I have taught to students. While there are benefits to having a Flipped classroom, I would not implement the flipped learning style into my classroom.

A flipped classroom relies heavily on technology to teach course content. While I have the resources at school for students, many of my students do not have access to technology at home. I believe that the idea is great and it also provides a level of differentiation for all students. However, I still believe that students need that face-to-face interaction with teachers. I am able to see who is understanding the content versus who may be struggling in the moment and address those misconceptions.

Side: Cons (Challenges)
1 point

As noted by classmates above and articulated in Nielsen (2011) there are several limitations with flipped classrooms that could serve as a disadvantage to my classroom. My students have a one-to-one classroom, but many of them have limited access to technology at home. This serves as a prohibitive feature for most students to access a video presentation or any learning that requires the use of the internet. This could serve as an opportunity of disengagement or marginalization of students who cannot access technology as readily beyond the classroom.

Additionally, I have many students that do not learn well while being 'talked at.' So I do have a hesitation towards giving them a video or presentation that limits their ability to interact with as well as ask and have questions answered in real-time. While, as aforementioned by my classmates using this as a method of reteach could be a helpful tool, I would prefer for my students to have the opportunity to have a more constructivist learning experience when exploring new concepts or ideas.

Side: Cons (Challenges)
1 point

While I think flipped learning can work in certain educational contexts, I do not believe it is the most effective instructional strategy for my current school context. Educase (2012) defines flipped learning as the traditional lecture-homework elements are reversed. In flipped learning, “short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions,” (Educase, 2012). Flipped learning would work great in an educational context in which all students had reliable access to technology and could watch videos and listen to lectures at home. Nielson (2011) describes the problem with technology access in stating, “Many of our students don't have access to technology at home. The flipped classroom method does not have strong provisions in place for these children.” Many of my students do not have reliable access to technology at home to watch videos, so I could not depend on them completing the video-viewing element on their own.

Educase (2012) states, “A growing number of higher education individual faculty have begun using the flipped model in their courses.” Because this shift is happening at a faster rate in higher education, I wonder if flipped learning is better suited for older students who typically are more responsible than middle or elementary school students. I teach sixth graders with some who consistently forget they have homework even though we have a routinized homework schedule. I would be nervous that my students would not engage with the videos outside of school and then could not effectively engage in the class activities.

References

EDUCAUSE. (2012). Things you should know about… flipped classrooms. Retrieved from https://net.educause.edu/ir/library/pdf/ELI7081.pdf

Nielson, L. (2011). Five reasons I’m not flipping over the flipped classroom. Retrieved from https://theinnovativeeducator.blogspot.com/2011/ 10/five-reasons-im-not-flipping-over.html

Side: Cons (Challenges)