A flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom.It moves activities, including those that may have traditionally been considered homework, into the classroom. You get to the end of the unit and a kid gets a 62. All you can do is say, “Wish you had done better, Joey,” but by that time he’s lost and we are in Unit 2. We started it with the hard sciences, physics and math. But we’ve got some amazing teachers speaking at our conference who are English teachers. The kid who raised his hand, the kid who would do well anyway. The teacher is not the disseminator of knowledge but the chief facilitator and the chief learner.
Often, video lessons prepared by the teacher or third parties are used to deliver content, although online collaborative discussions, digital research, and text readings may be used.
It has been shown that the ideal length of the video lesson to be is eight to twelve minutes.
Flipped classrooms also redefine in-class activities. In-class lessons accompanying flipped classroom may include activity learning or more traditional homework problems, among other practices, to engage students in the content.
Class activities vary but may include: using math manipulatives and emerging mathematical technologies, in-depth laboratory experiments, original document analysis, debate or speech presentation, current event discussions, peer reviewing, project-based learning, and skill development or concept practice more time can be spent in class on higher-order thinking skills such as problem-finding, collaboration, design and problem solving as students tackle difficult problems, work in groups, research, and construct knowledge with the help of their teacher and peers.
The kids were better by one standard deviation, which is a lot. At the end of one unit, not all kids are on the same page.
We were like, “Wow.” Then we realized we were still unsatisfied with our interactions with kids. In the first iteration, every kid watches Video 5 on Tuesday night, and on Wednesday you do the same activities. But one thing that is particularly true in chemistry is that if a kid doesn’t know how to do A, then B is hard and C is difficult and E is impossible. Mazur published a book in 1997 outlining the strategy, entitled Peer Instruction: A User's Manual.He found that his approach, which moved information transfer out of the classroom and information assimilation into the classroom, allowed him to coach students in their learning instead of lecture.He is now the lead technology facilitator for the Joseph Sears School in Kenilworth, Ill. Here are excerpts of conversations I had with Bergmann on the phone and by e-mail: Q. In the simplest form, basically, it’s this: What’s normally done in class, the direct instruction piece, the lecture, is done now at home with videos. In the science world, there is an open source deal called PHET with free online simulations in different subjects. The result has been a total rethinking of how classrooms operate, all based on a question every teacher should be asking: “What is the best use of our face-to-face class time? Kids can make videos, games, projects to show that they have learned the material. There’s a guy in Dallas who is an economics teacher who flipped his class. ” The answer for Bergmann: turning his class upside down. ” We said, “You can learn it any way you like.” How are kids supposed to know where to go to learn the material? One video the kids watched at home was about supply and demand. He said, “Fine,” and started asking if there is supply and demand in the NBA. And in class, you, the teacher, help students as they do what they would normally do at home. When you are stuck in the old model, kids would go home and do one of three things. If they didn’t understand what they were supposed to have learned in school, they gave up, called a friend or cheated. We realized we were giving the same assignments and experiments and homework. She said, ‘I don’t have to go to class anymore.’ ” So we had an aha moment. A lot of kids had computers but no Internet access. The second iteration was the “flipped mastery” model. We realized that the kids had improved on the tests we gave them. So now, at the end of a unit, a student has to score a minimum on a test.