A "Flipped" Classroom
A “flipped” classroom
is, “a pedagogical model in which the typical lecture and homework elements of
a course are reversed,” (https://net.educause.edu/ir/library/pdf/eli7081.pdf,
2012). This basically means that students watch prerecorded lectures at home
followed by in-class exercises the following day. Students no longer go home
with a stack of books and try to conquer homework based on skills learned that
day with no teacher to ask for help. Instead students view short lecture videos
that cover new material at home. Then during class time students can ask
questions and engage in projects, discussions and hands-on-activities based on
the material covered in the video. The reason to create a “flipped” classroom is because when teachers lecture in today’s classrooms they spend more time managing students then they do teaching them. This has lead to the idea of a no lecture classroom or “flipped” classroom.
In a “flipped” classroom students watch short video clips at home which is an efficient way of learning and viewing information, the videos can be viewed as many times as needed until the information is understood and absorbed and this method creates free classroom time to do hands-on and engaging activities.
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| FIZZ- No Lecture Classroom |
Check out, "FIZZ- No Lecture Classroom" Youtube videos to learn more about the benefits and how to's of “flipping your classroom."
"Flipping" My Classroom
In my future
English classroom I see the idea of “flipping” my classroom to be a great one.
To “flip” my
classroom I would record a podcast of myself reading a chapter or two out of
our current novel, “The Boy In The Striped Pajamas” and post it online for my
students to listen to. At the end of the podcast would be two or three
questions asking about the plot, theme or foreshadowing events of that chapter.
The questions at the end of the podcast would be motivation for the students to
actually listen to the audio because those questions would be worth points.
During our next class
period they would turn in there questions to be graded and then we could
discuss any questions about the chapter and work on a collaborated project
about World War II and the accuracy of the novel with real events of that time
period.
I could make a
PowerPoint or video about World War II and then ask my students to make a list
of resources they’d like to use for their project.
The next class
period students could share their sources with their classmates and we, as a
class, could review them and decide if they were credible. There would also be
time for the students to work on their collaborated project.
Another way I would
“flip” my classroom would be posting a video about blogging. I would explain
what a blog is, how to blog, why we will be blogging and how I will grade
blogs. I would provide the link to the blog site we will be using so the
students can familiarize themselves with the site. I will require them to have
three blog topic ideas that are due the next day. The blog topics will be worth
points, which would motivate the students to watch the videos and learn about
blogs.
During our next
class period I would have my student’s turn in their possible blog topics and
then have a classroom discussion about the uses of blogs and what topics they
came up with. We could then go to the blog site and set up and account. By “flipping”
this lesson my students do the hard part, setting up the blog, during class
time while I’m there to help them. They also get feedback from their peers
about why a topic may be appropriate or not.
I think the
benefits of “flipping” a classroom are numerous and I plan to incorporate “flipped”
lessons as much as possible.
