Flipped Learning (Summer 2017-92)
Pro (Benefits)
Side Score: 13
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Con (Challenges)
Side Score: 10
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Having worked in a school district that did not believe in flipped learning as well as a charter network that encourages, I truly believe that flipped learning is an effective instructional strategy. I recognize that flipped learning is hard especially in poor school districts because many students do not have regular access to tablets and other mobile devices. However I truly believe that the pros outweigh the cons. My first reason why I believe flipped learning is an effective instructional strategy is it allows students to stay up to date on materials even if they are absent from school. Both school districts that I worked in I had a large portion of my students suffer from chronic absenteeism. For example this past year, one of my students missed 57 days of instruction. Essentially that is 1/3 of the year that the child is missing core reading, writing, and math instruction. However, although I believe flipped learning is not the end all be all replacement of core, in person instruction, I believe it could be incredibly useful to students who miss a large portion of the school year to being absent. As stated in the Wang article, " The rationale for this push lies in a learner’s control over their own learning, a central tenet in the learner-centered approach." The student is put into more control and even though they cannot control that they are missing school, they can control what they do out of school to continue to learn and to make up the instruction that they are missing by staying home. I also believe that flipped learning is essential in the classroom to help meet the diverse needs of the students in the classroom. I think by videoing lessons, it allows students and even parents to go back and refer to it when they are working independently on material. I teach kindergarten and I think flipped learning would be incredibly helpful to my parents because they could refer to the videos when they are helping their child with homework. Something that I have noticed is that the parents sometimes teach students a diff strategy then the strategy used in class so when they are working on homework they are actually not practicing the strategy that I necessarily want them to practice. By providing videos for students and families I can ensure that there is uniformity between home and school. In the end, I realize that flipped instruction can be expensive and unreliable if students and families do not have access to mobile devices, but I believe it is essential so that all students are successful no matter what. Sources: Wang, Y., Han, X., & Yang, J. (2015). Revisiting the blended learning literature: Using a complex adaptive systems framework. Journal of Educational Technology & Society, 18, 380–393. Retrieved from http://ifets.info/journals/18_2/28.pdf Side: Pro (Benefits)
Hey Laura, Thank you for sharing! I really like your point about how the flipped learning model can help alleviate chronic absenteeism in the student population. Allowing students access to class materials both inside and outside of the classroom is a great start to helping students overcome the inertia of going to school, especially since it gives teachers another means to keeping students accountable. At the same time, I worry about equitable access to technology and educational advocacy at home. Though teachers may be able to get around students not having personal devices or computers at home through effective differentiation and resource accommodation, these students will still lack the ability to supplement their learning with further research, as their peers may choose to do. Moreover, students who do not have strong support systems at home will still have the same issues with homework submission, except this time their learning and progress in the class are even more dependent on what they accomplish outside of the classroom. As such, I think the flipped learning model, though beneficial in many ways, may still need to be used sparingly rather than as a primary means of instruction. Side: Con (Challenges)
UP VOTE for all the great things you mention about diverse needs and parent inclusion. I am especially interested in your opinion on flipped classrooms because you also teach younger kids. I am intrigued by the idea that parents would watch the flipped videos with them. That sounds like an ECE or K-2 notion, but I assume upper elementary kids, like mine, would be expected to do this themselves. I have not been successful in getting my 4th graders to have reliant access to their parents devices. Some of these articles come at flipped learning like its a transformative approach. I can’t say the flipped classroom model is destined to transform the 21st century learning. I wouldn't label it as a fad, though. As others have pointed out, it seems to lend itself easier to certain contents and later age ranges. Most of the benefits and techniques are performed and packaged in other teaching ways. In my brief experience teaching and in graduate school, I am constantly evaluating the benefits of moving away from the traditional lecture model of classwork. This banking model (Freire, 1970) is stymied in convergent thinking and is, frankly, boring and uninspiring. I teach fourth grade and try to limit my lecturing time anyway. The “I do” portion of my lessons are brief, and make room for more group or independent work. My point is, the flipped model seems like a great gateway method away from passive learning, but I would put all my eggs in this basket of teaching. If you are still ranting in front of an audience, then, flipping the classroom could be effective, possibly even transformative, but for many educators already aware of 21st century teaching styles and philosophy, the pedagogy of flipping is not revolutionary. These methods and benefits can be expressed in other ways. The philosophy that flipped classrooms cater to is the more important rub. The flipped classroom sets students up for setting ”their own goals and manage their own time” (Schuman, 2014). This is a hallmark for what is more buzzworthy sometimes called personalized learning. Another element that I love about the flipped model is its use of blended methods. This is not exclusive to flipping though. The use of other media to front load content is a technique that is often used for differentiation, and to pique engagement. Students can get a gist of the lecture so they can not get lost as readily. I don’t want to count it out, but I have not overcome the hurdle of a significant number of my elementary students not having access to online resources at home. I like the mention of the flipped model being way that parents can see in depth what students are working on in class. But this is not exclusive to the flipped class either. I post all my lessons online for students to preview or catch up with if they missed class. I have a website and a youtube page that students can supplement their class time. But I have not assigned it as a requirement for the next day’s class. That may be the push that I need, even for elementary students. Freire, Paulo. Pedagogy of the oppressed. [New York]: Herder and Herder, 1970. Retrieved from: http://www.osea-cite.org/class/SELTmaterials/SELTFreirePedagogyOppressedch2-3.pdf Schuman, R. (2014). The flipped classroom: A disruptive revolution in pedagogy, or yet another educational fad?. Slate. Retrieved from: Side: Pro (Benefits)
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Flipped learning is an effective instructional strategy. In my own classroom, I have struggled with enforcing homework requirements. Unfortunately, this is an issue experienced by most teachers in my school. Our high school students simply do not complete homework assignments regardless of communication to parents or the weight of the graded assignment. While this may seem like an argument against the flipped classroom, I believe that it actually demonstrates the need for the flipped model. If I can create videos or other engaging modules that my students can access at home, then we will have more time to work on skills in the classroom. My students don’t want to read 10 pages or complete a written assignment but I believe that they will complete the homework if it is delivered through a digital platform. Bergmann and Sams (2012) argue that, “flipping speaks the language of today’s students” because they, “grew up with internet access […] and a host of other digital resources.” My students can’t wait to access these digital resources after school because we collect and store their smart phones during school hours. So, I know that they will be more likely to examine course content if it is delivered in the same way that they are used to interacting with digital media – like youtube videos and other sources. Additionally, research supports that the flipped classroom works. According to Wang, Han, and Yang (2015), “Almost all the studies into the flipped class have confirmed that short and concise pre-recorded video lectures allow students to learn the content in greater depth and at their own pace outside the classroom.” This means that in the classroom our time will not be spent reviewing the material but instead working with it. This is a much more effective use of time than in the traditional classroom model. However, I do want to acknowledge the limitations of flipped learning. I do have a number of students who do have smart phones, but do not have access to the internet at home. Flipped learning can still work for these students if the teacher differentiates (just as they would with any other materials). For these students, I could provide hard copies or simply download the material to their device using school wifi before they leave for the day. Flipped learning can work in every 9-12 classroom if the teacher is willing to access and then support the needs of each student. Resources 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/ Side: Pro (Benefits)
Flipped learning assist in the improvement in the majorly flawed education system that is implemented today. As educators, we know that students learn on many different levels and it is extremely difficult to accommodate all learning styles without students getting bored, lost, and or stuck in the middle. By implemented flipped learning, the time in the classroom would to utilized in a more productive manner to challenge, help and clarify things for the students who need it. I believe that flipped learning is an extremely effective instructional strategy because students are becoming more tech savvy and lose focus so much in the classroom and may feel that their time is not used in an effective when in school, that they begin to not take accountability for their learning. In a flipped learning classroom, students are able to view their teachers lectures at home, at their own pace, and with peer assistance. Then when they get into school, the classroom time is used on projects, discussions, etc. When the students get into the classroom, that are applying their learning, which gives them a greater comprehension of what is being taught. "Almost all the studies into the flipped class have confirmed that short and concise pre-recorded video lectures allow students to learn the content in greater depth and at their own pace outside the classroom" (Wang, 2015). In the Mad Draw Productions YouTube video, that stated that flipped learning strategy allows students to grasp their learning, without their teachers being the middle man. Teachers are their for assistance and to answer questions, when needed. The traditional way of learning is not enough for todays students, they need more independence, freedom, technology, quick and easy access learning! Sources: Wang, Y., Han, X., & Yang, J. (2015). Revisiting the blended learning literature: Using a complex adaptive systems framework. Journal of Educational Technology & Society, 18, 380–393. Retrieved from http://ifets.info/journals/18_2/28.pd MadDrawProductions [Producer] (May 27, 2012). The flipped classroom. [Video File]. Retrieved from https://www.youtube.com/watch?v=ojiebVw8O0g EDUCAUSE. (2012). Things you should know about… flipped classrooms. Retrieved from https://net.educause.edu/ir/library/pdf/ Side: Pro (Benefits)
AliyahNM, I agree that the traditional way of learning is not enough for today's students. Flipped learning does grant students a bit more flexibility and prepares students for questions to get answered the next day in class. However, you fail to acknowledge the inherent difficulties of not only teaching students how to access, use, and interact with a new, online platform, but also the fact that many of our students may not have regular access to technology or internet. To truly allow students the freedom, independence, and differentiation possibilities for a flipped learning model, students need the basic resources. in addition, I think if we continue to have students even watching lectures online, we may lose them and learning becomes a chore rather than what it actually is. If the lectures are extremely engaging, comparable to popular videos we may see on Facebook, then I can see lectures succeeding as homework given that technological needs are already met. However, if the lectures are very boring, then I do not think we are really solving any problems. Perhaps, group projects or activities may be a more engaging homework task that we could explore and discuss! Anyway, thank you for your post! Annie Yin Side: Con (Challenges)
Hi Aliyah, I do appreciate your argument as it makes sense that a flipped learning system is extremely effective when it is appropriately used and applied. Especially for those students that lose focus in the school setting. These students are able to go home and learn at their own pace. But what happens to the great number of students that do not go home to a computer, a cell phone with internet service, or that have other family obligations that are out of their control? Do you have to now spend time giving them direct instruction the following day on information that they should have already worked on their own? How do you deal with the students that now fear sharing their inability to get things done at home, that do not want to share the realities of not having access? I do believe that students are tech savvy, but they are tech savvy at school. Tech may not be available at home. Many of my students do not have a computer at home so i know about these harsh realities. Sources: Nielson, L., The Innovative Educator, Five Reasons I'm not Flipping Over The Flipped Classroom. Retrieved from Side: Con (Challenges)
Based on this week’s resources and my own experiences, I think that flipped learning could be a very effective instructional strategy for both k-12 and higher education. In this approach, the classroom space transforms into an environment in which “the educator guides students as they apply concepts and engage creatively in the subject matter”, rather than a space for students to engage in direct instruction (FLN, 2014). Rather then delivering lectures and course content during class time, instructors use an e-learning platform to engage students in the content outside of class. Students receive the direct instruction on their individual time so that class time is devoted solely to apply the knowledge they have gained. While reading about this instructional method, I was reminded of an issue that I shared with another ELA teacher this year. In order to keep up with the pacing chart set by the network, students had to read a substantial amount of the novel each day. We originally assigned half of the reading for homework and completed half of the reading in class. This became an issue because we ran out of time to engage learners in the types of hands on activities and group work that we planned to push them to apply the content and engage with the reading. The idea of flipped learning seems to solve this problem. Direct instruction and background reading is completed by students on their own time, so that class time does not have to be used for learning that students can do on their own. I think this can be especially helpful in a Social Studies or Science class, where students need direct instruction to learn the important facts and concepts, but also need time to apply this knowledge in order to fully engage in the course content. In addition to opening up more time and space for hands on and collaborative learning, instructors that use this model have the potential to make learning more accessible to all of their students in the individual learning space. Classes that contain posted lectures and videos online for students allow them the opportunity to rewind, pause to reflect, or fast forward through content. In a regular lecture, students “cannot stop to reflect upon what is being said, and they may miss significant points because they are trying to transcribe the instructor’s words” (EDUCAUSE, 2012). Online lectures allow students to revisit difficult or confusing topics whenever needed. When direct instruction is provided online and instructors assign it before class time, it opens up time for student questions about the content to be addressed. Providing course content like lectures online with captions can also make the content accessible to those with hearing impairments, who may no be able to benefit from a traditional lecture. The ability to listen to the lecture more than once can also make the content accessible to those for whom English is not their first language (FLN, 2014). The flipped learning approach can also help instructors make content accessible and differentiated while in the group learning space, or the classroom. One of the pillars of flipped learning is the role of a professional educator as someone who observes, provides feedback in real time, and conducts formative assessments consistently (FLN, 2014). Because the instructor does not need to provide any direct instruction in the classroom, outside of explaining directions for activities, he or she is free to circulate to monitor student progress, answer questions, and guide students in the right direction during instructional activities. This can provide further differentiation for students, as the instructor is able to gauge their individual needs in real time. “Because the majority of time is used to walk around the room and help students, we can personalize the learning of all” (Bergmann & Sams, 2012). This consistent circulation and private conferencing can help instructors understand students’ individual learning needs even better over time. Though this pedagogical approach can take a lot of time and effort to adapt to as an instructor, it seems that the benefits can be numerous for students. I think this approach would be especially effective in school networks in which leaders set aside substantial time and resources to train teachers effectively in flipped learning. Furthermore, if possible, instructors should have a choice as to what extent they want to utilize this approach in their own learning environments. Sources: 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://net.educause.edu/ir/library/pdf/ ELI7081.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/FLIPhandoutFNL_Web.pdf Side: Pro (Benefits)
I believe that there are a multitude of benefits of the Flipped Learning, as well as a few drawbacks. In my opinion, the most powerful idea behind the flipped learning is the focus on students being, “actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful”(Flipped Learning Network, 2014). In my opinion, the other three central aspects to the concept should be built upon a foundation of student-centered learning. I am excited about the future of Flipped Learning as it begins to get used in the k-12 classroom. Even at a title 1 school like my own, most of my students have cellular phones and could connect to an internet source at home. My scholars especially enjoy watching videos; therefore, this could be a really appropriate way to add to their learning while also investing them more authentically in our class content. For instance, when we are studying Bull Fighting my students could watch videos on the pros to Bull Fighting as a form of art and tradition, and also watch videos that describe the cons to the act and describe it as animal torture. Students could come to class with this background knowledge and be prepared to discuss their thoughts on the topic with their peers immediately. This activity alone could save me roughly 20 minutes of class time that could be better used on deepening knowledge and analysis. Perhaps one of the most important reasons I would want to flip my classroom is to better assist my struggling students. As a second-year teacher, I am still not a master of differentiating. I rarely am able to help all of my students in the way they need. Painfully, at times I feel that my most challenged students are forgotten when they don’t ask for help or miss class. In a Flipped Learning environment, I could give a lot more attention and support to the students who were confused about a reading or at home assignment (Bergmann, 2012). In effect, it would allow me to better teach to all of my students instead of just the brightest and most talkative. One problem with Flipped Learning that I have seen in the field is the myth that it requires less work from educators. Teachers who attempt to flip their classroom and expect their students to immediately take over are surprised at how much work must be put into this process. Flipping a classroom does not mean handing out projects or telling your students to teach each other. It is vastly more complex and requires an educator to be skilled enough to create a learning environment where students know how to lead and feel comfortable doing so. In the end, teachers, “remain the essential ingredient that enables Flipped Learning to occur”(Flipped Learning Network, 2014). Another potential issue that has made me worry about adapting Flipped Learning for my own classroom involves the ability to track home learning and make students accountable for doing all of it consistently. If all Flipped Learning revolves around, “almost any class structure that provides prerecorded lectures followed by in-class exercises”(EDUCAUSE, 2012), than it would be extremely difficult within my school climate to ensure that the majority of my students completed at home work. I often have a third of my class missing and many students that don’t turn in or complete homework. Although I try to change this culture and Flipped Learning could still be beneficial, it may leave some students feeling further behind and lost in my classroom. It would be especially difficult for students who don’t have consistent access to an online source (which is only a few of my scholars). 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://net.educause.edu/ir/library/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/FLIPhandoutFNL_Web.pdf Side: Pro (Benefits)
I think flipped learning is an effective instructional strategy, but that teachers should adopt it voluntarily only if it fits their instructional style and from their view meets the needs of their students. I think one of the major advantages of flipping the classroom is the opportunity to differentiate instruction for students. Differentiating instruction is a difficult challenge but an incredibly important one to tackle. By delivering content knowledge directly to students at home, students can pause or take as much time as needed to process the information (MadDrawProductions). By freeing up class time, teachers can focus on working with each student individually or in groups to meet their needs. Students that are struggling to understand the content or activities can receive remedial practice, whereas advanced students can be given more challenging activities to extend their learning. A potential issue that can arise from this is what happens if students don’t complete the task that is assigned at home? From my experience, there is a correlation between low performing students and homework completion. It’s important that flipping the classroom doesn’t exacerbate this problem. This is why I think it is important to accurately assess their own students to determine if flipping the classroom is something that will work for their particular student population. A significant concern of mine for flipping the classroom is incentive/motivation for the students to do the homework. When exploring this topic previously in another class, advocates for flipped learning often recommend having the students complete a quiz or assignment that would count for a grade to ensure that students completed the work at home. My school recently adopted standards based grading system, which means that only summative tasks (max 4 tasks a quarter) can count as graded assignments. Homework cannot by definition count for a grade. It becomes a problem if I’m reserving the key content to be completed at home if many students lack the motivation or incentive to complete that (homework completion in general has become an issue with adopting the standards based grading framework). Of course this would be reflected when they finally do their summatives, but that requires discipline and forward thinking on the part of the individual student. My experience is that high achieving students possess these qualities and generally do well no matter what instructional method is used. My concern is for the students that need that extra guidance, structure, motivation, and frequent reinforcement to complete work on a day-to-day basis. This is why I think that although flipping the classroom is valuable instructional strategy, it is important that it remains in the discretion of the teacher to determine if and how to implement it based on their schools needs. A second major advantage of flipping the classroom is that it utilizes 21st technology, which serves to develop these skills in students and taps into their interest. I agree with the point made by the founders of flipped classrooms, Bergmann and Sams, that it taps into the tech savvy of students and speaks their language by having them use online lectures or materials (2012). While flipping the classroom may have started with recording online lectures (Bergmann and Sams), I think the possibilities for delivering the content are only limited by web 2.0 technology itself. I think this will provide a rich learning environment for students and give teachers a lot of options to creatively deliver content. One of the limitations to this is of course that not all students have consistent access to the internet. This is a significant issue that the instructor must consider. In the past, of used elements of the flip learning model by assigning a reading (print copy) for content knowledge purposes at home with the intention of having a class discussion or some other more engaging activity during class time, rather than using class time for reading. This is admittedly a very low-tech form of flipped learning, but like many other educators, my students have limited access to the Internet at home. I think this again supports the idea that it must be up to teachers to determine how and to what extent they can or should integrate flipped classroom strategies into their instruction. In conclusion, I think that the flipped classroom instructional strategy is effective and is a great way to incorporate web 2.0 technologies into instruction. Having said that, I think it is imperative that teachers have discretion in deciding if and how to implement flipped learning into their classrooms based off of their personal teaching styles, what they teach, and the needs of their particular student population. I am for the voluntary and gradual adoption of flipped learning strategies. I am however skeptical of top-down efforts of mandated adoption in schools or districts. What works for some, doesn’t always work for others. Too often in education, central authorities make decisions while ignoring the knowledge, expertise, and perspective of the teachers in the classroom that work directly with the students. Sources: 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/ MadDrawProductions [Producer] (May 27, 2012). The flipped classroom. [Video File]. Retrieved from https://www.youtube.com/ Side: Pro (Benefits)
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Flipped learning as a teaching strategy seems to have some powerful benefits. Students are encouraged to collaborate and learn from one another during class time, so that they are actively taking the reigns on their own learning. In such a setting, students would prepare most of their learning at home, and use in class time to deepen their understanding by participating in lively discussions with their peers and engaging with online modules that help them envision real world applications for their learned skills. Class materials and resources provided online would allow students to take advantage of 21st century technology without being confined to one physical setting, as their learning objectives would become available both inside and outside of the classroom with just a click of a button. In essence, flipped learning represents a paradigm shift, as teachers move away from the traditional knowledge relayer roles to more guidance roles, using classroom feedback to identify each individual student’s strengths and needs to facilitate better learning (Goodwin & Miller, 2013). While these benefits seem almost too good to pass up, the teaching strategy itself is heavily dependent on preparation and equitable access to technology outside of the classroom. With flipped learning, students are expected to complete more homework in order to be prepared for in class activities. Without strong intrinsic motivations, work ethics, and educational support at home, students would most likely falter and be unable to meet the demands of such a classroom. Flipped classrooms would also be incredibly difficult to implement in low income communities, where access to technology is inconsistent. Students without personal devices and access to the internet at home would start class at an incredible disadvantage, as they would not have the same opportunities to engage with their learning objectives as their peers who have personal devices and computers. As a teacher in a rural area of Oahu, I personally am not sold on relying heavily on the teaching strategy for the upcoming year, primarily because most families do not have internet access readily available at their homes. As technology access becomes more equitable across the middle school student population in Wahiawa, however, I hope to revisit the flipped learning strategy more and more. References 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/ Side: Con (Challenges)
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As a teacher in Baltimore, I can relate to your argument about equitable access. However, I don't think it negates the effectiveness of the flipped model because that argument can be used with every other resource that our students don't have access to as well. For example, I may want to teach figurative language using a graphic novel. However my school may not be able to afford these graphic novels - that doesn't mean that teaching using a graphic novel isn't effective. That method is still effective, it just can't be used in my school so I am then forced to find a different and hopefully equally effective method. Unfortunately we cannot rely on our government to protect our most vulnerable students and provide them with a quality education like that of their more affluent peers. If our students don't have equitable access, then schools need to bridge that gap and provide the resources needed. It is the US public education system that is ineffective, not the flipped model itself. Thank you for your insightful argument! Ash Lardieri Side: Pro (Benefits)
Flipped learning takes the direct instruction out of the large group setting and delivers it individually via an online forum. In other words, flipped learning allows students to complete the direct instruction at home via a video, or some other online platform, and complete activities and discussions in class the following day. Although this theoretically seems like a great idea, and may work in the higher grades, I think it is extremely difficult with students in the middle grades that have difficulty completing homework regularly anyways. Specifically, many of my students have no access to technology, internet, or other medium at home, have to go home to take care of their siblings, or have to go to sports practice. In addition, my students have other socio-economic problems that hinders them from completing additional tasks at home. I agree with Lisa Nielsen, in her blog post The Innovative Educator, where she provides the reasons why flipped learning is not such a great idea. The reasons are: (1) we have yet to bridge the digital divide; (2) flipped homework is still homework; (3) more time for bad pedagogy; (4)grouping by date of manufacture; and (5) lecturing doesn't equal learning. (October 8, 2011). Although I believe that there should be videos, and online access to lectures where students can go to enhance their learning, I am not convinced that the flipped-learning strategy will work for my students. Works cited: Nielsen, L. Five Reasons I am Not Flipping Over the Flipped Classroom, October 8, 2011. Retrieved from.https:// Side: Con (Challenges)
Hi Liz, I completely agree with the fact that flipped learning in a middle school classroom can be challenging due to not having access to technology and I think however arguing that it would not work because getting homework complete is tricky. I think that although that is a challenge, I think that if teachers, students, and families work as a team and somehow gain access to technology, the benefits outweigh the cons. I think that if flipped technology becomes a thing, the teacher and the students must collaboratively work on consequences and rewards for doing it and the teacher must work hard and develop strong family relationships so that students are invested in doing work outside of the classroom. Ultimately I believe that although I do not have answers of how to get access to technology, I strong believe students can and will do work if they are invested in what they are learning thus more willing to complete work outside of the classroom. Side: Pro (Benefits)
All of our CON arguments seem to have a conditional element. “The flipped classroom strategy has advantages...but…”My argument will be in the same vein, as I am looking at the pros and cons and writing my argument based on my job position, and needs as to whether I will be setting this strategy up next year. So, is the flipped classroom an effective instructional strategy for me? I’m just not sold yet. First, to clarify, if we are considering effectiveness of flipped learning, not necessarily flipped classrooms, acknowledging F-L-I-P™ (FLN, 2014), then I am certainly in favor of these four pillars that FLN outlines. I especially identified with takeaways like “continually observing students, , providing them with feedback relevant in the moment, and assessing their work,” and tolerating “controlled chaos in the classrooms.” But I think this post is gravitating towards the flipped strategies of a flipped classroom. I can not envision my classroom, this upcoming year, as a flipped classroom, but this could very well be different if not for my students’ age group. I teach 4th grade. This is the main barrier to successfully implementing a flipped classroom. In addition to the issues of the digital divide (Nielsen, 2011), my students don’t have access or even permission to their parents’ mobile or internet devices. I’ve flipped lessons, to where there is blended learning happening in the classroom, then a switch, but this is not the traditional homework and instruction flip. So, my nine/ten year olds just have not proven that more than a few, let alone the majority, could routinely complete the homework lectures, I welcome disputing ideas, so that I may give it another flippin try this year. 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/FLIPhandoutFNLWeb.pdf Nielsen , L. (2011, October 8). Five Reasons I'm Not Flipping Over The Flipped Classroom [Web log post]. Retrieved July 10, 2017, from https:// Side: Con (Challenges)
I agree with almost everything you said. I too felt that a challenge of the flipped classroom is that it seems almost exclusively successful in college (or upper tier high school classes). This doesn't apply to my students either; however, I still think it is something we must work to incorporate! I think with enough structuring and preparation any class of students can do flipped activities like you said. I also worry that my students who don't have online access will struggle with this work at home, but most of the time if I meet with them in advance I can let them use a computer after school or they tell me they can borrow a family members phone that evening to watch videos/read articles. I have noticed that some students rarely do the at home work so I have begun to give these students separate in class activities to do so they can "catch up" to the rest of the group. I appreciate your honesty about the difficulties of incorporating this practice, I hope you continue to try it with your students! Side: Pro (Benefits)
At first, I loved the idea of flipped learning in the classroom. I thought it would be a great way for students to get more interactive and one-on-one attention from teachers during school. However, upon further reflection and after reading other perspectives on the flipped classroom as well as seriously thinking how the flipped classroom might play out with my students, I think it might not be as effective as we initially thought. I do think that actual learning and practice should occur in the classroom where there is more accountability. However, I also think that truly engaging with the lectures and preparing for the next day may be somewhat of a stretch for students. In addition, many students may not have access to technology and in order to ensure those students are on pace, teachers will have to accommodate for this which may take extra time. In addition, just as Lisa Nielsen (2011) states, "Lecturing doesn't = Learning... The flipped classroom is built on a traditional model of teaching and learning. I lecture - you intake. While this method of teaching works for some learners, many others thrive with a model that takes a more constructivist approach." Through a flipped model, students have a marginal difference in how they are learning at school. The main difference is that they may have the teacher accessible to aid them with any questions they may have. However, who is to say that this is better when there is still only one teacher and 30 students? Granted, having a more activity and practice-based lesson is definitely better than a lecture-based lesson. I wonder if it would be possible to eliminate the lecture aspect of teaching completely and all learning that takes place is solely exploratory and hands-on. I think this would be most effective in teaching our students and it is definitely more engaging. However, requiring students to watch lectures that are potentially boring and require technology may not be the most effective or even viable, especially within my school's community. References: Nielsen, L. Five Reasons I am Not Flipping Over the Flipped Classroom, October 8, 2011. Retrieved from.https:// Side: Con (Challenges)
I agree that preparing for class individually can be extremely difficult for students, especially those in elementary school or even middle school. In order to engage in a potentially boring recorded debate, students need to be intrinsically motivated to learn the content in order to participate in the activities of the next day. However, I do think that using this strategy would be a great way to prepare students for college and their future careers. One of the benefits of flipped learning is that students can manipulate the media and resources to their advantage. Ideally, students will rewind or pause the video when they come across something difficult, and write down questions or comments to bring up in class the next day. When our students enter college, they will need to use similar skills and habits to clarify confusing parts of the course, such as going to professors' office hours. In college, students will also need to do the majority of reading and "learning" in individual settings outside of class, aside from certain classes that are lecture-style. My favorite college courses were those in which we could spend class time discussing the content rather than engaging in lectures or direct instruction. In order to fully engage in these sessions, I needed the skills necessary to prepare on my own. I think that the shift to this type of learning definitely needs to be gradual so that students can develop these habits that will help them be successful in the class. Perhaps teachers could start with 1 flipped learning style lesson per week (or even month) and gradually build on that throughout the year. Side: Pro (Benefits)
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