Flipped Classrooms!

What is a flipped classroom?  
A flipped classroom literally flips the dynamic of instruction and assessment.  In a flipped classroom, we are delivering instruction outside of the classroom and moving "homework" into the classroom.  In a traditional classroom, students often sit and listen to lectures to learn content based knowledge, and then are assigned homework to practice the learned material. In a traditional classroom, the teachers role is the Sage on the Side. In a flipped classroom, the students complete an activity in class and their assignment is to go home and watch their lectures online.  Students watch the lectures at home at their own pace, and can communicate with teachers or peers through online discussions.  When the students arrive in class, they are to complete assignments with more concept engagement as well as with the help of the instructor.   The teachers role in the flipped classroom is to be the guide on the side (knewton).   


What are the benefits of a flipped classroom?  A flipped classroom provides more opportunity for learning through activity rather than students listening to a lecture.  This changes the learning environment, making ti more engaging and fun for students.  Students are able to learn the content at their own pace.  Since students are learning the material outside of the classroom, instructors make use of class time for collaborative work and students learn through concept mastery exercises (knewton).  There are all different kinds of learners in our classrooms, the traditional "one-size-fits-all" model of instruction doesn't work anymore.

A flipped classroom enables mastery learning.  In mastery learning, students are taking responsibility for their won learning, which is extremely important.  Students take control of their own learning.  They learn at their own pace and at their own devotion. Through a flipped classroom, students receive instant feedback.  Since the students are learning at home, when they come to class, teachers have more time to help explain difficult concepts to struggling students.  There is no point in teaching something to your class, and having them go home and do the assignment completely wrong.  IT IS A WASTE OF TIME.  In a flipped environment, students receive guidance throughout their activities or labs, and if lost, they can refer to the lessons online whenever they need to.

How does it work?  Teachers create at least three videos a week, whether through WEB-EX, PowerPoint, pod-casts; through any technological resource.  Students watch the videos at home or in class.  When the students return to class the next day, the class time was spent completing labs or interactive activities to illustrate concepts.


What if your student doesn't have access to a computer or the Internet at home?  If your students don't have technology or Internet access, you have the time in class to guide them.  This creates more time for one on one instruction.


What do you think?  Personally, I think that a flipped classroom is great.  I wish that I was able to have a flipped classroom while I was in school.  I think of school, and I remember sitting in class in daze; confused about what we were talking about, and why we were learning it.  I remember getting anxiety if I missed one thing the teacher said, because the rest of the lecture wouldn't make sense.  If I were able to have a flipped classroom I believe I would have been academically more successful, without all of the frustration and anxiety because I would have been able to learn the content on my own time, at my own pace, ans with the luxury of being able to learn it as many times as I needed to.  



References:

Nazarali, R. (n.d.). The Flipped Classroom Engages Students and Challenges Teachers | Kiwi Commons. Kiwi Commons. Retrieved September 19, 2012, from http://kiwicommons.com/index.php?p=7957&tag=the-flipped-classroom-engages-students-and-challenges-teachers

Overmyer, J. (n.d.). Educational Vodcasting - Flipping the Classroom. Educational Vodcasting - Flipping the Classroom. Retrieved September 19, 2012, from http://www.flippedclassroom.com/index.php

Sophia :: Closed for maintenance. (n.d.). Sophia :: Closed for maintenance. Retrieved September 19, 2012, from http://www.sophia.org/flipped-classroom?cid=GoogleFlipClass&gclid=CKe95uuKwbICFcHe4Aodbg8Adg

Formative Assessment Module Goals

As a teacher, there are many goals that I would like to set for myself while instructing my students using formative assessments.  My first goal that I would like to set for myself is to really understand the process and purpose of formative assessment, and ways to implement it in the classroom.  Based on the self-reflection that we took to rate our levels of expertise, there were a few areas that stood out to me that I needed to work on.  One of theses things that I need to work on is to provide more opportunities for formative assessments in my future class.  I would like there to be a more general focus on the importance of formative assessments rather than summative assessments. Creating more opportunities for formative assessments will strengthen my students knowledge of the content; better preparing them for a summative assessment. One way to achieve this goal is to provide my students with more opportunities to give their feedback to their peers.  I can guide my students while they discuss and explain their opinions or perceptions of another students work; providing a basis for their feedback.  My overall goal is to create ways to use formative assessments, in a way that is most efficient, engaging, and beneficial for my students.