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RSS JAndrews

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1 point

Hi Andrew - You've raised two interesting points against flipped learning. I urge you to look at the Pew Research Center's (2018) recent statistics regarding mobile phone ownership when considering the access question for American students. Although not all students own smartphones, many do and these devices can be used to facilitate flipped learning. Schools should also consider how time in school and school devices can be used more effectively to allow for flipped learning to occur. The flipped model presented by Bergmann and Sams (2014) actually addresses a part of the access question as it encourages teachers to move beyond recording lectures to be listened to at home and encourages them to reconsider their approach to learning and teaching as a whole. This also addresses your second point about minimizing the amount of homework assigned and respecting student's time at home. I agree that we need to be mindful of the amount of homework we assign students but the complete flipped model encompasses much more than assigning videos for homework.

References

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

Pew Research Center: Internet & Technology. (2018, February 05). Mobile Fact Sheet. Retrieved July 13, 2018, from http://www.pewinternet.org/fact-sheet/mobile/

1 point

Hi Emelie - You've raised some good arguments in support of flipped learning. I believe the Bergmann and Sams (2012) quote you referenced "make our classes places where students carry out meaningful activities instead of completing busywork" is at the heart of a successful flipped learning environment. If teachers only record a "stand and deliver" lecture and expect students to listen at home as they do in a traditional classroom, then the flip is not necessarily worthwhile. A complete shift in pedagogy is needed in order to truly innovate using a flipped model "where the educator guides students as they apply concepts and engage creatively in the subject matter" (EDUCAUSE, 2012). Much thought and training need to take place in order to effectively flip a learning environment and capitalize on the time gained by moving away from a lecture-based approach to teaching and learning. 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. Teachers will need a range of 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 and a plan to flip classrooms must take into account the need to re-train teachers as they shift their pedagogy.

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

1 point

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

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