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?
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.
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.
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.
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.
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.
I learned about Bloom's Taxononmy as the classification of learning objectives.
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.
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.
In my experience teachers struggle to implement flipped classrooms due to inadequate prep time.
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.
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.
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 enjoyed the connections made to the technique and how to implement it.
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.
