Get Your Students Hired
This is a general discussion forum for the following learning topic:
Flipping Your Classroom --> Flipped Classroom Advantages and Barriers
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
I've learned that a flipped classroom approach has been shown to lessen behavioral issues and raise test scores.
In the flipped classroom, class time is devoted to interactive learning, where students can engage in discussions, problem-solving, and collaborative projects, deepening their understanding of the material.
A major barrier is access to technology which means that not all students may have access to the necessary technology (e.g., reliable internet, devices) to view the materials before class. This can create inequality in the learning experience.
In a flipped classroom students will will be able to explore new ideas with video and reading text at home. I will apply by diving deeper into the lesson in class with hands on activities, group projects, presentations and class discussions. Everyone will benefit from being able to learn at their own pace. Some may need more help or given a more of a challenge.
”See it, do it, teach it” has been the most valuable phrase for me as it follows our current protocol.
A positive is that the pre-recorded lectures can be provided in various languages for the hearing impaired, and a barrier would be lack of technology or internet access.
Ideally, this will really help students succeed as well as the instructor, more hands and working together.
Blooms Taxonomy! First time seeing that, love it and how it’s explained.
see it, do it, teach it.
I plan to use these tools to facilitate a smooth transition to a flipped classroom model. They have been incredibly helpful in preparing me for this approach.
I can see how this could be misused. The lack of reliable internet access can be a significant barrier for well-meaning students. Unfortunately, some may feel embarrassed by these challenges and hesitate to seek help.
I want to apply what I’ve learned by using Bloom’s Taxonomy as a guide. Students will see it by watching lessons at home, teach it by discussing and explaining concepts with their peers, and do it by practicing and applying the material during class activities. This approach helps students progress from basic understanding to applying and analyzing what they’ve learned. By focusing on these steps, I hope to create a more engaging and effective learning environment that promotes critical thinking and problem-solving.
I can't apply this to my situation. I can do part of it, i.e. having them review written materials prior to coming to class and then try to make the classroom setting as engaging as possible.
When using a flipped classroom technique, the student will be able to not just understand the material but analyze and evaluate the concepts. Initially, the students may feel like they are teaching themselves. However, prior to attending class, the students are exposed to the information. While in class, the instructor is able to clarify the information and assist the students who are having difficulty grasping the significance of the content. Our aim is to provide instruction that demonstrates the students are learning on a higher level in Bloom's taxonomy.
I learned that it is important to explain to students why we are flipping the classroom (so they'll have more in-class time for hands-on activities and projects and being able to work with their peers). This will help motivate them to watch the online content at home.
I learned about the barriers and advantages of flipping my classroom. I also learned that flipping my classroom would allow me to move the bloom's taxonomy and facilitate learning at a deeper level.
In my experience teachers struggle to implement flipped classrooms due to inadequate prep time.
I like the statement that a flipped classroom allows students to be more "creative, collaborative, and dynamic." With the use of our ticket to class, it is easy to identify which concepts students understood and which remain muddy. It is also easy to identify who watched the recorded lecture and who did not. We have found that we need to champion the Flipped Classroom structure to students and by about the third week, they actually really like the set up and feel more comfortable knowing a pre-recorded lecture does not mean we are abandoning them.
I really enjoy the flipped classroom as a teacher. It is much easier for me to lecture than do activities but the students are more engaged in the flipped classroom.