Get Your Students Hired
See it. Do it. Teach it. is greatest philosophy, while students are excited of their teaching styles and methods, the instructor needs to pay close attention to each and everyone student and ask questions.
It is found that instructors who have implemented flipped classrooms notes a decrease in failure rate and discipline problems and and increase in test scores. This deeper understanding of the course content in a flipped classroom is far from the traditional, but as with any classroom, there may be pitfalls that are being researched to improve this strategic way of learning.
A little bit more of up front work to convert a F2F course to be a flipped class has the potential of reaping significantly improved outcomes and reduction in failures. I intend to flipp my entire program this year.
This module pointed out the student perception of a flipped classroom and the benefit of accessibility for students with language barriers or for hearing impaired. I know that some students may feel this is additional homework, and some may not even do it, but I think the ones that would benefit most from this style will take full advantage. I also have seen students thrive and become even more engaged with this structure. This module was also an excellent brush-up on Bloom's Taxonomy.
It was exciting to learn that flipping the classroom allows for higher order thinking like analysis, synthesis and evaluation; all important 21st century skills that students must have to be successful in their careers. I did find it interesting to learn that flipping the classroom has an incredible benefit for math and science. I definitely understand that now...especially because it allows for class time to answer questions and clear misconceptions. It was also exciting to learn that failure rates decrease in flipped classrooms. It truly does take time to learn how to put the correct materials into recorded lectures, assignments, and videos. I have found that chunking information into small bits helps both instructor and student reach the intended outcomes.
I love the concept of the flipped classroom. The key to this is getting the students to read their assigned chapters and watch course videos before class. I have explained to them that this will allow more time in class for learning activities. Perhaps some of you have implemented this successfully in your course. How did you motivate them?
Bloom's taxonomy is an amazing structure that shows how learning progresses from simple level of knowledge to the ability to perform evaluation. Actually, the idea of flipped classroom looks like to be the solution achieving higher levels of learning.
I feel like I learned potential barriers that students or other faculty may encounter. I will be able to anticipate the hesitation to overcome a way that makes a flipped classroom possible. I will be able to utilize the benefits of the flipped classroom into my class to promote active learning and student engagement.
Looking to incorporate this more, and like the idea. One question I have: In the flipped classroom where videos and prerecorded stuff are the norm, where does reading and books fit in? Are we losing the life skill of reading and pulling things out of books? I'm curious how that balance looks.
I had not specifically thought about how the flipped classroom would impact the Bloom's taxonomy levels. While I inherently had observed this before, this is the first time I saw the explicit thoughts linked. This explicit link can help describe value to stakeholders.
Sounds like the flipped classroom is the way to go as long as all your students have access to a computer and internet. I do question the time for it though... so I teach twice a week each class an hour and a half so would the students watch the lessons on there own time or would it be considered lecture time?... 🤔
Proactive communication is essential for the flipped model. I am currently flipping a class this term and the students seem to like it so far. I am still learning how to research the BEST tools and lectures for the students to review at home or on their own and creating hands-on activities int he classroom. It is a little time consuming at the moment, however, I think the time will decrease as I continue to become more proficient with this model.
The transition could be gradual toward a flipped classroom. Lectures could be available online, and questions from students could be required at the start of class to stimulate a discussion to reinforce the learning. Also, live lectures supported by video could be useful in the transition period.
See it, do it teach it. No matter the learners level of mastering the subject the y can review all or just sections of the lesson on pre-recorded presentation. Now language or disabilities are now overcome.
This concept has many benefits. It is better suited to students with hearing impairment. It allows students who speak other languages a better chance to understand the lectures. See it, Do it, Teach it seems to be a solid approach.
I intend to develop more short on-line lectures and create additional inclass activities that promote the see, do and teach.
Prep time may pose a challenge, but will be worth it in the end. Understanding the barriers...
I learned that Bloom's taxonomy is a lot like the nursing process. As a nursing educator my students would definitely benefit from this theory because they will "see it, do it, teach it."
Flipping the classroom has the potential to eliminate the homework black hole for students who have difficulty understanding and completing assignments outside of the classroom.