Aloha Eloy,
I beg to disagree with your claim that flipped learning is replacing a teacher with a video...
The mere purpose of recording a teacher while explaining a content is an important tool for a flipped classroom. This is beneficial because if a student is absent, he/she can go back online and watch the instruction over and over again. Also, if students did not understand a specific concept, they can refer to it as they explain it to the teacher. I know that we are somehow divided here but I would have to fight for a flipped classroom. I know very well that this can be time-consuming but as a 21st-century teacher, he/she must be receptive to the many advancements happening in our world today. Ultimately, I strongly believe in the power of flipped learning. Click the link below to extend my reasoning.
Thank you for a persuasive argument.
Sincerely,
Dwayne M.
Hi Wanlin,
I understand where you are coming from with your argument but I would have to disagree with you on claim #2. I am fully aware that not all people have access to laptops and other resources but the school library and the public library is open to people. They do not necessarily have to buy a laptop or computer at home; instead, they can go to a library and do the work there.
Next, I am also aware that "flipping a classroom" takes an ample time to create but there are already pre-made videos available online. Why reinvent the wheel if the resources are already available for students? For example, khan academy. Lectures are already pre-made. Why invest more time creating what was already created?
There are many tools out there that can easily improve a lesson.
Thank you for a very persuasive argument.
Dwayne M.
Today’s students are deeply blinded by the grandeur of technology. I strongly feel that students nowadays are more inclined to learning concepts in ways that are unconventional to their eyes. The traditional teaching, where a teacher is in the front is already so outdated, now is the time for a flipped classroom. I firmly believe in the power of a flipped classroom because of three resounding reasons – flexibility, student-centeredness, and enhancements in student mastery in assignments and projects to blended learning.
First, the flexibility of a flipped classroom is what makes this approach a better one, compared to the traditional way of teaching. A flipped classroom “…create[s] flexible spaces in which students choose when and where they learn” (Flipped, Learning, 2014, p. 1). In other words, students can access their homework anytime, anywhere. The accessibility and flexibility of having a flipped classroom are that students do not have to worry about losing the worksheet(s) given in class. Any work that is performed online will be saved. Additionally, Roehl, Reddy & Shannon (2013) highlighted the importance of flipping a classroom and asserted that “…students become more aware of their own learning process” compared to that of the students in a traditional classroom (p. 47).
Second, flipping a classroom provides an avenue for our students to record lectures performed by the instructor, create videos with voiceover and screen-capture, and ultimately gives the students the freedom to tackle with the content according to their own personalized learning style (Roehl et. al., 2013; Flipped Learning Network, 2014). In a flipped classroom, students are in charge of understanding the breadth and depth of the content. Also, students, in a flipped classroom, are engaging in meaningful activities without the supervision of their teacher - teachers are only facilitating and students are teaching the content to themselves or to their peers. To bolster this argument, teachers should just give feedback to their students so that they are continually challenged to creating the best versions of themselves in the classroom.
Third, flipping a classroom increases student mastery on assignments and projects in a four-walled classroom. Gunyou (2015) argued that graded assignment scores were “significantly higher” when a classroom has access to technology (p. 20). As an educator, I am a huge witness of this improvement in the classroom. When students are shown unconventional ways of teaching and learning, students become more enticed and ultimately become deeply engaged to the subject presented in the classroom. Explaining concepts in a multitude of ways will give the students a better understanding of the content.
Finally, I strongly believe in the power of a flipped classroom. I admit that transitioning to something different will be difficult in the beginning, but in the end what matters most to me, as an educator, is that if a flipped classroom yield positive growth in my students then I will take the risk to start creating waves of change in my approach in teaching.
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References
Gunyou, J. (2015). I flipped my classroom: One teacher's quest to remain relevant. Journal of Public Affairs Education, 13-24.
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
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning. Journal of Family and Consumer Sciences, 105(2), 44.
