I had never heard of "flipping the classroom" before this EDCS 480 class. It is a new concept to me and at first I was skeptical because it seemed to totally go against the traditional way of teaching. However, after I began reading and watching the videos about this relatively new way of delivering instruction, I became more and more excited to try it in my own classroom!
As my interest in the flipped classroom increased, I did some of my own research about how I could use this method in my English Language Arts class. The idea that students would be able to view podcasts or videos of the writing process at home and then bring their pre-writing to class along with any questions or concerns they have is an awesome concept! Aaron Sams, a teacher at Woodland Park High School has had much success with the flipped classroom method of teaching. In the video "The Flipped Classroom," Mr. Sams discusses the advantages by stating that the students "show up for class to apply the things they learned at home or ask questions about what they learned at home." He reports that he is no longer that teacher who stands up in front of the class and lectures. "I walk around the class and help kids."
One of the downsides to flipping the classroom as reported by Alan November and Brian Mull in "Flipped Learning: A Response To Five Common Criticisms" is the notion that it makes the teacher much less important. However, according to Sal Khan in the video "Future Learning: Sal Khan," in a flipped classroom, teachers become vessels of experience, knowledge, mentorship, and humanity.
According to November and Mull, another challenge teachers report when using the flipped classroom model is the idea that kids don't want to sit at home and watch boring videos. As Paul Jantse, Carolyn Dusty, and Graham Johnson state in their video "The Flipped Classroom as a Vehicle to the Future," one of the exciting things about flipping the classroom is that teachers are able to unite content areas to make it more relevant for students. Sal Khan also addresses the idea of the "boring video" by affirming that he only makes videos that he is excited about. Therefore, his excitement translates through his videos and onto the students. He believes that in order for students to learn, they must have a desire to do so.
A huge concern for the teaching community is that students may not have access to the internet and technology they need to view the podcasts or videos at home. This was initially a concern of mine as well. However, as I began to work with my administrators, several options were presented to me that would make access to technology a moot point. As November and Mull state, there is also the option to create DVDs or to provide rentals of technological devices.
Another big challenge that could potentially hamper the success of a flipped classroom is accountability for watching or listening to content at home. According to November and Mull, one of the ways to assure student participation is, "Teachers should be posting thought provoking questions that guide students as they explore the at-home material." The thought that students may be bored or not engaged in the material may also be a challenge that has to do with accountability. Allowing students to be self-directed by providing instant feedback and interactive features, may cause the curriculum to become more interesting and promote student participation.
Overall, I firmly believe that flipping the classroom is a technique worth implementing. The notion that I can become a teacher who is interactive and involved rather than the boring type who stands at the head of the class is intriguing to me. The idea that students will be able to experience a classroom in which they truly love learning makes the flipped classroom the way to go!
Excellent way to tie the reading and videos together with your own possibilities for application! Can't wait to hear how it goes:)
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