A recent eClassroomNews article, One startling fact about flipped learning, notes that, “flipped learning—defined...as using lecture videos as homework while using class time for more in-depth learning such as discussions, projects, experiments, and to provide personalized coaching to individual students—is surpassing all other digital trends in K-12 schools.” This sounds fine, but I am having difficulty seeing how this is so different from practices of the past. Students have long been expected to read, watch a news segment or video, do research and so forth in order to be engaged with discussion, collaboration, and project creations that take place in the classroom. So why the term “flipped” learning? Is it because more media is available to students from places such as YouTube and Vimeo, so much so that a new catchphrase is warranted?
The Internet is inundated with videos and screencasts of lectures, science experiments, how-to’s, TED talks and more. Much more. Content is certainly available, and if it does not meet a specific need, teachers can record their own presentation, lecture, or lesson and upload it to YouTube. I especially like when teachers make this extra effort; it personalizes the learning a bit more and increases the connection between teacher and student, which is always valuable.
As I mentioned, flipped learning sounds like a fine concept; I’m just not convinced that it’s revolutionary. It seems like only Substitution, or Augmentation at best, in the hierarchy of the SAMR model, though I can see it moving up the scale in the hands of a creative teacher. And perhaps that is the appeal. Flipping the learning allows a teacher to engage with students a little bit differently at first, but allows them to grow and be creative in their practice as they become more comfortable with the concept. Any activity that helps teachers effectively engage and prepare students growing up in the digital age is worthwhile in my book.
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Frank,
ReplyDeleteI agree wholeheartedly with your post. I'm actually not a big fan of flipped learning because it still reinforces the model that students learn best through lecture. Check out this video: http://dangerouslyirrelevant.org/2012/09/a-japanese-approach-to-khan-academy.html
I have spoken with Ed Tech Leaders, however, and they are finding that the flipped classroom idea is a stepping stone to get teachers who traditionally refuse to change to make small changes and then it opens their eyes to bigger changes. So there is some promise, but teachers need scaffolding and support for actual changes that transform student learning.
Exactly! Baby steps, but any steps in the right direction are good.
ReplyDeleteThe video you shared is compelling. One thing that has been at the core of my teaching practice is the belief that the ones doing the work are the ones doing the learning. If you pose a problem such as Scott does in the video and let -- no, expect -- the kids to work on the solution then they are much more likely to own the learning. Teachers who lecture on the same topics over and over know their subject matter inside and out because they are the ones doing all the work. Requiring the learners to do more of the heavy lifting will result in their own advancement. That is why having them come to their own conclusions through focused thought, collaboration, and trial and error -- and then giving them the opportunity to share it with others -- builds the "learning how to learn" capacity that will be most beneficial to them.