To Flip or Not To Flip
This
article presents opposing opinions from two authors on the concept of a Flipped
Classroom. Jonathan Bergmann suggests the many benefits of a flipped classroom
to enhance his instruction. Bergmann noticed that in the traditional classroom
setting he was unable to spend enough time with students individually, and
working with them to understand concepts. He has transitioned his classroom to
be entirely flipped so that his students can watch his lectures at home and use
the in class time to thoroughly address issues with students, discuss the
lectures, and work on problems. The article’s other contributor, Derrick
Waddell, presented his arguments against the flipped classroom. He believes
that the flipped classroom presents a divide between students, without
improving the learning much. Waddell addresses the issue of access to
technology, and since every student will not have the same capabilities with
home technology, is the flipped classroom fair? Waddell argues that the flipped
classroom is simple a sideways step from our current imbalanced educational
structure, and that it does not address many of the issues that we face today.
Waddell suggests we alter the way we think of education, instead of the way it
looks.
This
article was very helpful for me to see real life examples of the pros and cons
of a flipped classroom. I support both of the arguments of the article to some
degree. I really value the flipped classroom approach, and believe it can be
very beneficial for many students, especially in subjects such as Math and
Science. However, I do not think that the flipped classroom approach should be
used in all subject matter, or instruction should be given with an entirely
flipped structure. Teachers need to find the right balance that best benefits
their students.
Flipped
classrooms apply to ISTE NETS for Students standard number 6, because a flipped
classroom encourages students to use and understand video lecture technology.
Students must learn to effectively use their time at home watching the video
lectures, and prepare themselves to work efficiently in class.
Bergmann, J., Waddell, D. (2012).
To Flip or Not to Flip? Learning & Leading with
Technology, 39(8).
6-7. Retrieved from: http://www.learningandleading-digital.com/learning_leading/20120607#pg8
The two sides of the debate target different issues, and it is hard to compare apple with orange. But I like your flexible ideas that to flip or not to flip will depend on curriculum and also students' needs and resources. My field is in math education, and I can see the benefits of flipping. I love to spend more time with students on problem solving and projects. I'm not sure in other subject areas though. Time to read more research on flipped classrooms.
ReplyDeleteRong-Ji
I love the idea of a flipped classroom. I agree with Rong-Ji that the benefits of using it in a math setting would be valuable. Flipping the classroom basically extends the length of the math class by the amount of time on the video. If a teacher constantly finds himself or herself short by about 10 or 15 minutes each class, then flipping the class might be a solution. The instruction could be presented in a 10-15 minute video. Then the students will have time to think about the topics. Then the next day in school, they can begin the work. During traditional teaching, often students nod their head "yes" when asked if they understand a math concept, but inside they are shaking their head "no". But when they put the mechanical pencil to the paper, it disappears like an ice cube on a hot summer day. I would rather spend my time helping those students who need a little more time who may not be able to see me after school. And for the students who are able to understand the material, they are rewarded with no homework for the night (except for the next 15 minute video). I know from personal experience that when studying math, it is important to have a little "thinking" time between introduction to a new math subject and comprehension of a new math subject. By giving students a bit more time to cogitate, might help to bring up math scores.
ReplyDeleteGreat topic. Very relevant in education today. I wonder if this method will be accepted more once the Common Core is instituted?