This is what I do! No student works on anything at home. The flipped learning is its own center in my class. See the attached article to learn more!

Additionally, no flipped learning classroom should be based in videos only. I force my students to problem-solve while also supporting their inherent wish for more choice by giving them multiple means to acquire content. This includes, but is not limited to, videos, readings at various levels, podcasts, interactive websites, quizlet, and click-and-learns.

Hi Carolyn,

Your concern of internet/device accessibility in the home is very valid. I'd just like to mention that flipped learning can be used in class as well! The attached article explains it in great detail. All of my students struggled to complete work when I originally assigned it outside of the classroom, so I switched to this model to help alleviate stressors on them as well as to ensure that they were still getting the content. I rely heavily on a centers-style class set-up, and this is one of my centers! It has worked wonders.

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.