A flipped classroom is a great way to increase growth mindset through the power of mistake making and healthy struggle in the classroom. Having students investigate concepts in a flipped learning model allows for the students to take ownership for their learning, self-advocate, and allow for more specific questioning when they need clarity. When done well, flipped learning enables teachers go meet kids where they are at and go deeper should it be found they have a solid understanding of prior knowledge than expected. It allows for the teacher to provide the "just-in-time" advice, correcting logical fallacies before they take hold, while also facilitating deeper growth around the student's own self-directed interest and questioning around the content at hand. However, it would be wise to pair flipped learning with other methods of instruction, as multiple instructional pedagogies will better meet the diverse learning needs of the various students in a class.

Daniel Corrigan

ED.893.645.91

The flipped learning strategy is an effective way to increase student learning outcomes. Not only does it provide students direct access to the content, but it also allows teachers and students to make the most of instructional time. By implementing the flipped learning strategy, instructional time can be freed up, especially on the part of teachers, who are able to move about the learning space monitoring student progress and providing support. In addition, by allowing students to complete the bulk of the "heavy lifting" during instructional time, they not only have access to direct support from teachers and peers, but in an age of schedule-overload, can complete their work at school.

A flipped classroom model can be transformative in a student’s learning process. Given the challenges, I believe that this form of differentiation will be one step closer to a quality education for all students. As a kindergarten teacher, I do very little direct instruction as a whole group. Most mini lessons take place during small group rotations/centers. If I could compile a list of resources to have students go through a mini lesson at home, I could spend our classroom time practicing the skills they learned at home. We can foster more collaboration and deeper learning by working in groups with the teacher serving as a facilitator. Although these mini lessons will take some time to curate, students can gain quality lessons that are meant for them. These resources can be videos, songs, or games for the variety of learners. They can be kinesthetic activities for students to model after the teacher. I am not saying that simply watching videos on the computer is transformative, but careful planning in utilizing class time for more active learning and engagement would be. Another challenge can be access to computers, and I find that this will always be a challenge. However, it is important that we help these students gain access. As educators, we are here to support our students. Perhaps, we can open up our classrooms 30 minutes earlier in the morning or 30 minutes after school so students can access the content. Maybe there is a way to open computer lab hours for students before or after school using administrators’ approval. A flipped classroom model may not work for every classroom or teacher, but it can prove to be very beneficial for students. There are many important factors that must be in place in order for it to be successful. In conclusion, it may take more work and planning, but students will receive the quality education they deserve.

Ada Yeung

ED.893.645.91.SU18

I currently work at a project-based, arts integrated school. Our lessons currently operate in a workshop model. There is a 10-15 min mini lesson. The mini lesson is followed by approx. 45 min of work time where students are completing activities that reinforce the mini lesson which includes catch and release. At the end of the work time, there is a reflection. While I do not think direct instruction for the majority of class is particularly effective, the days of 45 minute lectures should be over especially for K-12 students. However, I believe that flipped classrooms use work time and that is what really makes it an effective practice. Students will need an adjustment period as well as teachers; however, I feel that the emphasis on more practice time is why discipline issues and failures decreased ("The Flipped Classroom").

The Flipped Classroom allows for differentiation through being able to pause and rewind (Bergmann et. al, 2012, n.p.). Also, it connect students to the world wide web. Also real learning can happen when classrooms become laboratories, workshops, and stages. Overall, I think that flipping classrooms are beneficial. However, I am not certain if the success that flipped classrooms comes from the at home time or the exposure to hands on activities, etc. in class.

Brittany Brown

ED.893.645

References

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

The Flipped Classroom. (n.d.). Retrieved from https://ddelefltoolkit.wordpress.com/

When teachers and students are sufficiently trained, prepared, and given adequate resources/time, flipped classrooms are great ways to differentiate instruction to students of all levels. Flipped classrooms allow students to learn and review content at their own pace.

In a traditional classroom, a student who struggles with a topic will get left behind to fail. As many subjects, such as math, build upon concepts in ways that require mastery of the lower concepts; those students who struggle with the lower level concepts will fall behind for the entire year. If these students don't understand step 2, they will not be able to understand step 6. This student will feel discouraged and frustrated as the classes moves on, while they still don't understand the topic. In a flipped classroom, this student would not fall behind. Instead, this student would continue to work on step 2 (with teacher help if needed) before moving onto the next steps.

While not all schools have the resources, time, and training to effectively implement the flipped classroom; in an ideal world the flipped classroom would be preferable to the traditional classroom.

Rose Brown ED.893.945.9B.SU18

Lisa Rosales

ED.893.645.9A

I believe the flip classroom approach is highly beneficial if implemented correctly. Unlike a traditional classroom, the flipped classroom provides students with more in-class opportunity for one-on-one support, more opportunity for targeted differentiation, and optionality for students to work at their own pace (Educause, 2012). On the other hand, some educators complain about the time investment, lack of administrative, student, and parent support, and intellectual property issues. While many of these concerns are valid, I believe that with proper prep most concerns can be mitigated. Ultimately, students, especially English language learners (ESL), can benefit from a flipped classroom where they can engage with course content at their own pace and ask questions during class as needed. Additionally, flipped classrooms are known for increasing student collaboration which drastically helps ESL students synthesize and retain knowledge. Overall, flipped classrooms might require an additional time investment for teachers; however, it offers tremendous benefits for all students (Bergmann & Sams, 2012).

References

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

EDUCAUSE. (2012). Things you should know about… flipped classrooms. Retrieved from https://library.educause.edu/~/media/files/library/2012/2/eli7081-pdf.pdf

Although never having participated in a flipped classroom, on either end, I loved reading about the wealth of benefits that come from a flipped classroom. A flipped classroom allows for the teacher and learners' time to be maximized. By having students engage in lectures at home, they come to class prepared to dialogue, complete activities, and engage in meaningful collaboration to deepen understanding. The flipped classroom allows for natural differentiation as students can pause, rewind, fast forward, and complete lectures in a time that works for them. During class time, the teacher can then spend his or her time individualizing instruction based upon learner needs. The teacher does not have to waste valuable class time lecturing on new content. Students gain ownership and responsibility, as their breadth and depth of knowledge comes from what they bring to the table in accordance with the mentorship of the teacher. The repurposing of class time highly benefits all that are involved. In the age of digital literacy, this is yet another tool to help our students gain authentic learning experiences, which they will take with them in the future. It is hard for me to see any cons to the flipped classroom.

Ashley Weeks

ED.893.645.9A.SU18

"Devoting class time to an application of concepts may give instructors a better opportunity to detect errors in thinking” (EDUCAUSE, 2012). This statement houses all of the reasons I believe that flipped learning is a beneficial pedagogy technique that educators should utilize in the classroom. Traditional techniques are typically comprised of a framework which combines lecturing and limited allotment of time for grappling with and applying new skills. When an educator offers lectures, they assume or hope that each student is learning at the same pace and can actually internalize information in that manner. A flipped classroom obviously allows for students to pause, rewind, and fast-forward, as well as enable accommodations for individuals such as large print and captioning. In addition to the unmissable benefits mentioned above, the barrier that the educator inadvertently creates by delivering information at the wrong pace or style can be opened simply by the ease of access. After learning the intended skills at a comfortable pace, students interest and engagement will peak. With technology bringing the world into their hands they may, in turn, become self-motivated to learn more skills either vertically (the next level of rigor), or horizontally (something closely related) at their leisure. Essentially, students are given ownership of their own learning and as long as the lessons are well-planned and options are provided students can be held to a higher level of accountability for their own learning. The number of class disruptions from other students asking questions or having behavioral difficulties will decrease; however, students still are able to learn from others' questions through follow-up collaboration. Parents are more likely to become involved in a student's education when they have access to the material and how it is being presented, as they would with the wide-spread availability the flipped learning model presents.

By: Samantha Hutchins ED.893.645.9A

References:

EDUCAUSE. (2012). Things you should know about… flipped classrooms. Retrieved from https://library.educause.edu/~/media/files/library/2012/2/eli7081-pdf.pdf

Although Rebecca Schuman maintained that flipped learning did not lend itself well to humanities classes (2014), I have found it a very useful timesaver in my own ELA classroom, especially when matched with the appropriate task. For example, when having students create a Google Form for the first time, what took an entire period with a traditional model, took only minutes using a flipped instructional video. Or, by creating feedback videos on assignments, each student can be getting personalized feedback, rather than aggregate feedback to the group. Now students aren't wasting time with feedback that does not apply to them.

Many of the critics tend to note that the flipped model replaces the less effective lecture, with a recorded version of a less effective mode of instruction (Schuman, 2014). This seems to be a oversimplification of how the videos may be used. Flipped Learning is defined as a strategy where "direct instruction moves from the group learning space to the individual learning space" (Flipped Learning Network, 2014). Although lecture is a part of direct instruction, it can be more than that, including model-think-alouds, demonstrations, previewing content, and becoming exposed to important content vocabulary, demonstrating misconceptions and corrections, introduction to new content, etc. In a traditional model, students get one chance to pick up on everything the teacher says during any of these above actions. By flipping, students have the opportunity to stop, pause, rewind, and rewatch, until the have the necessary information to move on in the class, putting the power of information in their own hands.

Eric Russo

ED.893.645.9B.SU18

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

Schuman, R. The Flipped Classroom A disruptive revolution in pedagogy, or yet another educational fad? FEB. 19 2014 11:14 AM Retrieved from http://www.slate.com/articles/life/education/2014/02/flipped classroomsincollegelecturesonlineandproblemsetsintheclassroom.html

Jane Andrews - Section ED893.645.91.SU18

A successful flipped classroom challenges students to take responsibility for their learning but providing opportunities for students to engage with the curriculum on much higher levels. In class learning engagements build on the content delivered through the flip and push students to make connections, transfer skills and knowledge and generally do much more than remember what a teacher has said in order to pass a test.

In a successful flipped classroom teachers use advanced approaches to teaching and learning to match student’s natural curiosity and development in the context of today’s connected society. A successful flipped classroom moves well beyond some of the more traditional classroom practices of passively consuming information, memorization devoid of context, isolation rather than collaboration, and lack of timely feedback. In an increasingly connected society where students are challenged and entertained as they interact with others and have a strong sense of agency outside of school, a transformation of pedagogy is required and a successful flipped classroom has advanced pedagogy and practices happening continuously.

A successful flipped classroom provides rich, meaningful contexts for learning where student engagement is deep and long lasting, thus less susceptible to distractions that are more interesting than schoolwork. In a successful flipped classroom deeper learning and integration of skills and dispositions in order to effectively establish goals, monitor progress towards goals and reflect on the learning process are at the center of the learning process, not a wished for by product.

Among the several potential obstacles that might affect the implementation of implementing flipped learning, the most formidable and that which deserves the most attention is teacher habits, skill level and the anxiety that accompanies any process of change. Bergmann & Sams (2014) state “What is the biggest hurdle in implementing flipped learning: flipping the minds of teachers.” (p. 18) as they argue that ample time must be given to teachers to make the transition away from lecturing toward more engaging teaching practices. Along with time, teachers must be given enough support, on an individual level, to experience success early and often. For many teachers, the process of flipping their classroom will mean they have to relearn how to teach and integrate the purposeful use of technology. They will need emotional support throughout this process of productive failure and should also be given given significant support throughout the planning process to ensure they have active and engaging learning regularly occurring in their classrooms.

Teacher pedagogy and practice need to change. Any change creates some resistance and change that involves considering one’s own beliefs about teaching and learning is the most challenging. Teachers may also feel they do not have the creativity necessary to successfully flip a classroom and will need support from the school leadership team. Lastly, there will be an increase in workload for teachers which could also be a big hurdles. Working collaboratively with colleagues to share resources and ideas and having the support of a strong ICT and Pedagogical Leadership team can help alleviate the stress and burden of the increased workload.

Increased engagement and motivation are experienced when classrooms are flipped as students spend class time working collaboratively or interacting with the teacher instead of listening to lectures. Accountability is higher because students must be prepared for the interactive in class sessions; they cannot hide in the back of the room pretending to understand. A flipped classroom is easier for teachers to differentiate. Once students have the self-regulatory skills and understand what is expected of them, they can move at a pace that fits their learning needs and interest levels. In class time is focused on deeper learning and higher order thinking instead of listening. Lastly, there are opportunities for students to develop a wider range of capacities such as leadership and debating skills through interactive, hands on classroom activities.

Teachers will need a range of resources and support before implementing a flipped classroom. There is a great deal of preparation needed before a teacher begins and it is well worth spending the time before starting, even if a teacher begins the process on a small scale. Teachers will need books and other resources that explain the theory of the shifting pedagogy as well as resources that contain suggested face to face learning engagements that can be utilized instead of lecture. If a teacher has been lecturing in class for 20 years, they will need to make significant changes to their pedagogy. These resources will create a professional library for teachers to use for planning purposes.

Teachers will also need training and support on how to use the technology required to flip a classroom; for example: how to use a LMS, how to create screencasts/video lectures, how to use apps like edpuzzle to increase accountability when watching videos. Ideally, a teacher would participate in a flipped classroom as a learner before they begin with their students. Professional development modules can be created to allow them to experience flipped learning first hand so they have a better understanding of the pitfalls they may encounter. Two resources specific to Flipped learning that I would recommend are by Bergman and Sams, the two speakers in the Edutopia (2014) video: Flip your classroom: Reach every student in every class every day. (2012) and Flipped learning: Gateway to student achievement. (2014). The first provides a detailed overview of the traditional classroom flip and the second moves the bar higher and challenges teachers to move beyond assigning video lectures for homework.

References

Acedo, M. (2018, February 19). 10 Pros and cons of a flipped classroom. Teachthought Retrieved from https://www.teachthought.com/learning/10-pros-cons-flipped-classroom/

Bergmann, J. & Sams, A., (2014). Flipped learning: Gateway to student achievement. Washington, DC. International Society for Technology in Education.

Bergmann, J. & Sams, A., (2014). Flipped learning: Gateway to student achievement. Washington, DC. International Society for Technology in Education.

Cornell University (n.d.). Flipping the classroom. Retrieved from https://www.cte.cornell.edu/teaching-ideas/designing-your-course/flipping-the-classroom.html.

Edutopia. [Edutopia]. (2014, November 10). The flipped class: Is flipping for everyone? [Video file]. Retrieved from https://www.youtube.com/watch?v=FAWidtL7pKE

Hi, everyone –

Flipped learning is a truly effective instructional strategy that helps spur higher-order thinking of students who take charge of their learning. While I think flipped learning would be difficult to implement for a teacher like me -- who teaches 10th-grade special-education students who may not receive needed extra support when working at home (and who may not have computers at home), who has to heed the pre-determined grade-level curriculum fairly closely, and who works with co-teachers for some classes -- it nonetheless is a powerful way to deliver instruction.

For reference sake, the Flipped Learning Network defines flipped learning as “a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” This network has four pillars for flipped learning: flexible environment, learning culture, intentional content, and professional educator (Flipped Learning Network, 2014). EDUCAUSE, meanwhile, offers a simple definition of a flipped classroom, saying: “the term is widely used to describe almost any class structure that provides prerecorded lectures followed by in-class exercises (EDUCAUSE, 2012).”

Yes, flipped learning is not easy to implement. “Although the idea is straightforward, an effective flip requires careful preparation,” EDUCAUSE acknowledges. “Recording lectures requires effort and time on the part of faculty, and out-of-class and in-class elements must be carefully integrated for students to understand the model and be motivated to prepare for class. As a result, introducing a flip can mean additional work and may require new skills for the instructor, although this learning curve could be mitigated by entering the model slowly.”

But weigh these (and other) drawbacks of flipped learning against its benefits: students can learn “lecture” material better by pausing and rewinding videos watched out of class (which helps considering research shows learners often become distracted after 10 minutes of receiving new material); class time is freed for students to work in groups/experiment and for teachers to correct students’ errors in thinking/analysis (and give struggling students extra support); and students collaborate and communicate with each other (rather than primarily with the teacher) about knowledge to which they have direct access (Goodwin et al, 2013). As EDUCAUSE puts it: “What the flip does particularly well is to bring about a distinctive shift in priorities -- from merely covering material to working toward mastery of it (EDUCAUSE, 2012).”

When deciding whether I would write this post in favor of or against flipped learning, I was swayed by the following statement by proponents Jonathan Bergmann and Aaron Sams, both teachers: “We have purposely tried to make our classes places where students carry out meaningful activities instead of completing busywork. When we respect our students in this way, they usually respond. They begin to realize -- and for some it takes time -- that we are here to guide them in their learning instead of being authoritative pedagogues (Bergman et al, 2012).” I never want to be an authoritative pedagogue.

Thanks!

Emelie Rutherford

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/FLIPhandoutFNL_Web.pdf

EDUCAUSE. (2012). Things you should know about… flipped classrooms. Retrieved from https://library.educause.edu/~/media/files/library/2012/2/eli7081-pdf.pdf

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

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

While skeptical at first I can now confidently say that I think the flipped classroom model is an effective strategy to increase student learning. The flipped model allows for students to synthesize information and implement it in real-world settings. (Educause, 2012) The classroom goes from a place where the teacher expects students to be passive learners to an environment focused on collaboration and cultivation of ideas. (Educause, 2012) Beyond this, it is integral that we also change our practice in order to reflect the needs of today's students and set them up to be technologically literate. The flipped model helps students perfect skills that will set them up for success in future job markets. Through the utilization of technology as a primary component educators can better connect to the interests and learning styles of students. (Bergman & Sams, 2012) The flipped classroom also allows for students and teachers to engage in more meaningful interaction. Through cutting back on lecturing in class teachers can have higher leverage conversations with students in turn assisting relationship building and classroom management. (Bergman & Sams, 2012) Through using flipped models we can increase student 21st century skills and increase student higher level thinking.

Evan Combs ED.893.645.9B.SU18

References:

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

EDUCAUSE. (2012). Things you should know about… flipped classrooms. Retrieved from https://library.educause.edu/~/media/files/library/2012/2/eli7081-pdf.pdf

I hate to play the fence during this debate, though I am approaching a flipped classroom through the lens of an educator whose students have access to technology at home. I think through the shift in education we begin to see a more student-centered approach. We also see the power in student inquiry. Through a flipped classroom a teacher would serve more as a facilitator that helps students navigate their learning; opposed to a classroom that is led by a teacher. Through a teacher-led classroom, we see the restrictions and boundaries that are in place. Students are restricted to fall within the boundaries of a lesson. Some students are unable to enrich their learning and other students are forced to keep up without fulling grasping these new concepts. Through a flipped classroom students are able to keep themselves accountable for their learning in addition to learning in a way that is genuine to their needs as students.

Kaelin Tancayo

ED.893.645.9B.SU18

Designing and Delivering Online and Blended Learning Environments

In classes where a large volume of content must be covered, such as AP History courses where the course articulation alone is a book of 115 pages, the flipped classroom can be a godsend for teachers who wish to balance content and skills. Without a flipped classroom, it would perhaps feel necessary at times to switch to a completely lecture-based class, which often leads to confused and bored students. With a flipped classroom students take the time they need at home to learn the basic facts of the time period being studied, they can spend their time in class doing the real work of historians. Students become more engaged in the material because the material becomes a way for students to engage in investigation and debate. From personal experience, when I fully leaned in to the flipped classroom model, my AP pass rate doubled. Careful planning was required however for it to truly be a success. I have a dedicated Google Drive for students to download all of the resources they need if they have limited internet access at home, or simply do not know where they are sleeping that night (all of my students are issued a laptop by the school). I also have daily homework quizzes to keep students accountable as well as allowing me to gauge where students are in terms of mastery. The one drawback to flipped learning in my experience is that my students have a hard time connecting multiple nights of homework into one larger narrative, an essential in history class. I have bridged this divide in my classroom by doing one twenty-minute lecture a week to help them sum up what has happened in their learning throughout the week. I also keep office hours for students to come in and work with me on their homework if they are confused or need extra assistance. I also have a class GroupMe so I am reachable to students (and they can reach each other) if there are any problems with the day’s homework assignment). Although the move to flipped learning is a big step for students every year, they ultimately see the benefit and reap the rewards of the system. With appropriate supports, flipped learning can benefit students tremendously.

Margaret Carraway

ED.893.645.9A.SU18

Using the flipped classroom method is an invaluable tool for educators who teach adults. The pressures of work, taking care of family, and other obstacles make it difficult for adults to attend face-to-face classes as often as they might like to. When they can come to the classroom, it's important that that time be used for active learning, group project work, and methods that can help the instructor assess where the students are in understanding the content of the course. - Louise Carroll, ED 893.645.91.SU18.

I believe that at least some flipping is helpful in a classroom with multiple grade levels, such as my self-contained 1st and 2nd grade class. Although all classrooms have students working at different proficiency levels, with different grade levels it is important that students all have access to the general education curriculum at their actual grade level. This is especially challenging in math because the CCSS do not spiral and I am required to follow a specific sequence and timeline for each unit. While first graders are working on measurement, second graders might be working on place value. I cannot meaningfully combine those into a whole group lesson. I also don't have time in my schedule to teach a full lesson for each grade level every day following the district plan. I do have a para-educator, but he is not trained in the curriculum and we don't have planning time together. So I use some targeted flipping using the technology I have available in my classroom. Students can use their "center time" to learn the basic content from an interactive video on Zearn either the day before or earlier the same day. Then when they have time to work with me in a small group, they have a basic familiarity and are ready to practice and do some problem-solving. They do not have to have access to technology at home because I give them time in class. This works for me, but might not work for everyone. This allows them to work at their own pace through the lesson, and they receive correction as they work the problems in the interactive lesson. I also have used this for a twice-exceptional gifted student in my class to work on above-level curriculum at his own pace. Because they are working on the iPads or computers, they can also make as many mistakes as they need to make without worrying about what other people think.

Cheyanne Vanderdonckt ED.893.645.9A.SU18

I am a supporter of the flipped learning model because I believe it has a positive impact on the mindset that teachers take when teaching a course. Flipped classrooms require a change in the role of the teacher. As stated in the EdPuzzle "The Flipped Classroom Model" video, "the teacher serves as a coach, mentor and guide helping the students access this knowledge." To me, this is a much healthier mindset for a teacher to take as it forces them to get to know their students to help the students through the class material more effectively.

Flipped classrooms also steer teachers away from taking a "my way or the highway" mentality towards the learning process. As a physics and chemistry teacher, I find it difficult to present all the different ways to solve a problem while lecturing in class. I had a student last school year who, on the surface, would seem to be a weak student and struggled a lot. But after working with him and helping him through the logic of a problem in one of our units later in the course, he found a solution that made more sense to him, which gave him confidence.

I hope to pursue the flipped model so struggling students can get the attention they need from me, and to give them the opportunity to figure out the material for themseleves, which will foster a deeper understanding and a better experience in my class.

Theodore (Alex) DeWeese (ED.893.645.91.SU18)

Flipped Classrooms are what will allow teachers to be teachers and students to take charge of their own learning. It will help with differentiation, collaboration, higher order work, engagement and social equity. None of that matters to the doubters. Why? Because of the two arguments that always arise.

The main argument against a Flipped Classroom is that many of the students we serve will not have access to the technology in their homes and will be unable to do the "homework". This is poppycock (great throwback word...19th Century I believe)! One of the main ideas or pillars behind the Flipped Classroom is to allow for flexible learning environment (Flipped Learning Network, 2014). So let's discuss what that flexibility can look like. Today's cell phones are incredibly powerful, and can work with flipped apps. No internet access? If students don't have access at home, have them do their "homework" at the beginning of class. That's what a friend of mine who taught at Dunbar for several years told me he did when he flipped his class. Or, don't have homework at all and create a blended/flipped classroom using groups/stations. I started to play with this at the end of last year. I worked with my students who were struggling or well below grade level first while my sharp shooters worked the laptops (I had not gone robust yet like our EdPuzzle demo). For the most part, it was very successful.

The other great misconception is that a Flipped Classroom is flipped every day. The fear behind this, and understandably, is that a front-loaded workload will be overwhelming for the teacher. This does not have to be the case. Flipping could be daily, but could be once a week. Again, this goes back to the pillar of Flexible Environment. The goal is to free the teacher to answer and challenge the students while in class and to get away from the lecture model where only a few of the students typically stay actively engaged. Speaking from experience, that model no longer works, and the work that is not done on the front end will be done during class, only instead of using positive energy to facilitate student learning, one ends up using negative energy trying to manage a class because most of the students are not engaged. I can't tell you how often I have felt that it is my job to keep these students interested and how frustrated I become when they don't respond.

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

Initially, I felt as if utilizing the flipped classroom model was a risky approach, but now I can see the benefits of using the flipped classroom model as a teacher. I am sometimes skeptical of trying new approaches since many of students do not have access to technology or any resources that set them up to be successful in new teaching approaches. However, as a teacher who pushes to make students the center of their own learning experiences, the flipped classroom model allows instructors/teachers to do just that. After reading the articles from this session, it’s evident that having a flipped classroom doesn’t always mean integrating technology outside of the classroom. Teachers simply diverge the focus on the student outcomes and involving students in their own learning process. Moving the focus from the teacher to the student allows them to take on an active role in their education, collaborating with others, solving multi-step problems, rather than listening to teachers for a 60 minute period. Although, planning a flipped lesson can require a lot of prep since many teachers do not have the means or resources to create such lessons easily, this approach can surely create an effective classroom.

Kayleigh Concepcion

ED.893.645.9B.SU18

Designing and Delivering Online and Blended Learning Environments

The flipped platform is a useful platform in the classroom because it promotes student independence/accountability, maximizing class time,and self-paced learning. With this platform allowing students to access the content outside of the classroom it helps to reinforce student confidence in regard to academic success in the classroom. Although student have to adjust to this model because it is very different from the traditional face to face model it is a great opportunity for them to experience this blended learning style if they ever have to interact with it at another point in their academic journey. While traditional classroom teaching has been very successful it is important that educators continue to find tools that will continue to increase student growth.Therefore, making course content easily accessible outside of class will allow students to become familiar at their own pace and not feel forced to have to only understand it during the scheduled class period. The flipped platform gives flexibility to both teachers and students.

The Flipped Classroom is an instructional method that leads to authentic differentiation in and out of the classroom. Flipped Learning Network designed flipped learning as when "direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter" (2014). The Flipped Classroom allows students to learn the lesson at their own pace, and engage with the content in a deeper level in class. Although technology is often associated with flipped learning, it is not necessary. Constant formative assessments outside of class and in class allows the activity and materials to be tailored to the students' needs.

Another benefit of the Flipped Classroom is the more responsibility of learning are placed on students' shoulders (Educause, 2012). This pushes students to learn how to learn. This works on students' habits of mind.

EDUCAUSE. (2012). Things you should know about… flipped classrooms. Retrieved from https://library.educause.edu/~/media/files/library/2012/2/eli7081-pdf.pdf

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

Many people confuse flipped classrooms with flipped learning. Although they are related they are not exactly the same things. Flipped learning is about Flexible Environment, Learning Culture, Intentional Content and Professional Educator (Flipped Learning Network, 2014). Flexible environment means being willing to change the classroom both physically and/or routines for the sake of creative and different learning experiences. Learning Culture refers helping students realize that they have ownership over their own learning and it is not solely in the hands of their teacher. Intentional Content means continually and consistently thinking about the flipped learning. Not just engaging in flipped learning because it seems like a next great pedagogical trend. Lastly Professional Educator refers to teachers taking ownership of the involved role in flipped learning. Flipped learning cannot happen without a dedicated educator at the helm. Flipped learning is about taking the knowledge away from solely the teacher and more in the hands of the students. With this perspective in mind, it becomes easier to understand how the following pros from Bergmann and Sams "Flip Your Classroom":

-helps busy students

-helps struggling students

-helps students of all abilities to excel

-allows students to pause and rewind their teacher

-increases student-teacher interaction

-allows teachers to know their students better

-changes classroom management

-changes the way we talk to parents

-educates parents

-makes your class transparent

Although Flipped Learning may seem difficult and challenging to implement, when doing the readings, I realized, that although I don't engage in flipped learning all the time, it has certainly made an appearance in my classroom. Giving students more opportunity to practice, work with their peers and spending less time lecturing to students took time to become comfortable with, but was worth it. Guiding students instead of lecturing students makes a huge impact and one that I am going to spend more time trying to implement in my classroom this fall.

Olivia Rauss

ED.893.645.9B.SU18

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

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

Molly Mus, ED.893.645.9B.SU18

Hi all! I incorporate flipped learning in my own classroom and am here ready to dispel 2 of the arguments against flipped learning with my own anecdotes from implementation experience. For background knowledge - I teach students with emotional disturbances in my city's lowest performing public high school in a self-contained setting. They do not have access to computers at home, nor do they have internet. In fact, this is the most "at-risk" population that the city serves, as over 20% of them experience chronic homelessness. These students are succeeding in my classroom due to a mix of flipped learning for content acquisition and project-based learning (PBL) to utilize said content with higher-order Bloom's. Here we go:

1: "Flipped learning reduces the necessity for note taking, with negative effects on student performance" (Maycock, 2018). This is an interesting implication, because I require my students to learn how to write Cornell notes by utilizing curated materials such as videos, readings at various levels, online interactives, podcasts, and quizzes to check for understanding prior to test time. I have non-readers with extremely poor writing skills in my classroom that benefit immensely from the practical use of Cornell notes. If you'd like to see my "study guides", please see the attached link.

2: Flipped learning has not worked for me because of a lack of "technology, amount of time/responsibilities a student has and internet access at home" (Fuchs, 2018). The issue of internet access/devices at home is one that I hear educators bring up, and rightly so. When I first started flipping, I required that my students completed content acquisition at home. I shortly realized that I was asking my students to prioritize homework over finding their next meal, and had to rethink my game plan right away. Now my students engage in what is called "in-class flipping", where the flipped learning is a center that students rotate through while I work one-to-one with students struggling to apply content knowledge acquired from this in PBL work. Students are still responsible for engaging in this work, and now have a safe space to do so.

To conclude, it should be noted that all students that attended my class proved mastery using competency-based grading with flipped learning and project-based learning utilized throughout the entire year. In fact, I had one student that took 2 of my classes the year before (without flipped learning/PBL) and failed, even with one-to-one assistance, flexible pacing, and scaffolding. This year, he earned an A in one class and a C+ in the other learning the same content as the year before. He was actually asked to complete much more rigorous work this school year in relation to the content being learned. This is just one example of success!

References:

Fuchs, L. (2018, June 7). In Twitter. Retrieved July 13, 2018, from https://twitter.com/DCWard7teacher/status/1012815072303960064

Maycock, K. W., Lambert, J., & Bane, D. (2018, June 7). Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning. J Comput Assist Learn.

A flipped learning model allows for students to move at their own pace and take part in learning that is just right for them. By utilizing the innumerable learning videos available online, teachers can free up their own time for differentiation within the classroom by allowing students to work ahead if need be while they focus on intervention with students who need it. An important feature to note, as well, is that flipped learning has the power to teach students self-monitoring with a teacher's help. How powerful that students can go back and re-watch a video if they don't understand? In the right context, teachers can help students understand that their learning is in their own hands, and students can feel empowered to take their time to fully understand each concept presented. With the right teacher messaging, flipped learning has the potential to create independently motivated learners, and a deeply differentiated classroom.

Amanda Pucheu

ED.893.645.9B.SU18