I like the idea of having students watch the videos in the classroom. If an educator decided to embark on a flipped classroom model, they would at least have to have the equipment for the children in the classroom. Not having the equipment doesn't seem to be a reasonable argument against the flipped learning model, because it seems as though if there isn't the equipment this isn't a method that could even be considered.

I think when it comes to student motivation and environmental factors causing them to shut down, we can't conclude that this is a reason to not utilize this method. Those issues will have an impact on any kind of learning through any teaching style and need to be addressed through social-emotional programs. I think that some may argue that students may shut down less when they are submitting check-for-understanding questions after a video on the computer and when they are given the choices and freedom that technology allows.

By: Samantha Hutchins ED.893.645.9A

I would argue that no pedagogical method is effective for all students, but flipped learning is probably effective for more students than traditional methods. Renner and Johnson's study that you've mentioned had a variable group of one half of a high school computer class, while the control was the other half of the same class. When talking about structures that need to be improved for how to implement the classroom, both subjects here were exposed to similar structures. The same building, climate, educators, etc., so this study doesn't demonstrate anything that stands out as noteworthy to me. If we do take this as evidence, it should at least prove that the flipped model didn't harm the students in any way considering there were no differences in the post-test skills but it did expose them to 21st-century practices which may show to benefit them in the future.

Additionally, the math skills that are taught in the videos can be provided through many viewing a plethora of strategies promoting student choice. The students can discover the concepts in small groups in the class on their own by applying the learned skills. If we consider that concepts can be taught and not just discovered through the application process, I'm still not sure how a person could explain a concept in-person any better than it could be done in a video.

By: Samantha Hutchins ED.893.645.9A

"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