To Matt and the others struggling to get the students to watch the videos at home, consider this:
Deubel acknowledged that flipping a classroom requires a great deal of planning and time to be implemented correctly (2013). The students need to take initiative to watch the videos at home, according to the model many of you are implementing. Consider an alternate structure to a flipped classroom. Deubel suggested that the lessons may span the course of two days: the first day the students view and interact with the videos or Vodcasts in class, then second day the engage with their peers and teacher in a meaningful activity to practice or apply the skill learned. I think this is an excellent alternative to working around the issue of not every child having computer and/or internet access at home.
By allowing the students to view the videos at school, the learning is still different from the standard teacher lecture because students have control over the pacing of the videos during the “learning” phase of the cycle. Students can pause, rewind, and replay parts of the lesson that they need more time understanding or move ahead at their own pace. Students can then pose questions about the material to their peers using a class blog. Deubel suggested that students then complete a more traditional homework assignment if needed or prepare for an upcoming assessment which can be completed and posted to the internet or completed in a format of the teachers choice.
While the idea of fully diving in head first and completely flipping my classroom is tempting, I’m considering this modified version Deubel offered. It will allow me to differentiate the learning for the students in my classroom as well as skirt around the issue of computer and internet access that limits the full implementation.
I’m curious as to other ways teachers have done a modified version of a flipped classroom. Please respond with your alternate ideas.
Deubel, P. (2013). Is is really hip to flip? THE Journal, Retrieved from http://thejournal.com/Articles/2013/01/16/Is-It-Really-Hip-to-Flip....
A lot of good previous discussion and observations driven by this post. Sounds like you have made significant progress.
I think watching videos at home as a homework assignment is not at all an important part of the flipped method. In my view the essence of flipping is using class time for learning and practice (without having to endure a lecture), and students using time outside of class to prepare to be as productive as possible when they come to class.
In my 7th grade grade math class the initial homework is to take notes on a topic clearly identified in the textbook—Section 3.3, for example. They may choose to get their notes from the book, a video, Uncle Henry, or whatever. A small portion of their grade is for the notes that it takes about 5 minutes per class to check with a quick walk around. Did it? 2 points. Got a partial? 1 point. Nothing to show? 0 points. They can make up the points by showing me the notes later if they want to.
Then we get to work solving problems from section 3.3, and if a student needs more explanation and they can show me their notes (indicating they have tried on their own) then they get it on a more personal basis while everyone else tries their hand at analyzing and solving problems.
Most kids do the notes and almost none of them watch the videos. Videos are an over-stressed aspect of the flipped method and are not needed for the flipped approach to work.
Fan-FLIPPIN-tastic article. Not sure where to post this, but it doesn't seem to have been shared yet, and sorta belongs in this discussion.
tl;dr - when kids are expected to change from traditional classrooms to flipped, their resistance to change models the stages of grief. As flipped instructors, we must appreciate those stages and remember that confidence and repetition are key experiences that kids need every day.
Adobe Learning Series – Education brings to you
Ten questions you should ask before you flip your classroom – Sept 19
Jonathan Bergmann (Advisory board TED Education)
Learn from the pioneer of Flipped Learning on how to adapt flipped classrooms – a form of blended learning where students learn at home and practice in class. What are the key questions one should ask before they embark on the journey of flipping their class?
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I would like to know how school districts insure all students are able to be successful in a Flipped Classroom setting. any thoughts?