Why I Gave Up Flipped Instruction. A little over a year ago I wrote a post about the flipped classroom, why I loved it, and how I used it.
I have to admit, the flip wasn’t the same economic and political entity then that it is now. And in some ways, I think that matters. Here’s the thing. When I recently re-read the post, I didn’t disagree with anything I’d said. Yet my brief love affair with the flip has ended. When I wrote that post, I imagined the flip as a stepping stone to a fully realized inquiry/PBL classroom. What is the flip? The flipped classroom essentially reverses traditional teaching.
When I first encountered the flip, it seemed like a viable way to help deal with the large and sometimes burdensome amount of content included in my senior Biology & Chemistry curricula. My flipped experiments I first encountered the flip in a blog post. My students loved the idea of trying something that very few other students were doing.
We began to shift What was my role? The flip faded away The flip is gone for good. Harvard Education Letter. Students in Hayley Dupuy’s sixth-grade science class at the Jane Lathrop Stanford Middle School in Palo Alto, Calif., are beginning a unit on plate tectonics.
In small groups, they are producing their own questions, quickly, one after another: What are plate tectonics? How fast do plates move? Why do plates move? Do plates affect temperature? What animals can sense the plates moving? Far from Palo Alto, in the Roxbury neighborhood of Boston, Mass., Sharif Muhammad’s students at the Boston Day and Evening Academy (BDEA) have a strikingly similar experience.
These two students—one in Palo Alto, the other in Roxbury—are discovering something that may seem obvious: When students know how to ask their own questions, they take greater ownership of their learning, deepen comprehension, and make new connections and discoveries on their own. The origins of the QFT can be traced back 20 years to a dropout prevention program for the city of Lawrence, Mass., that was funded by the Annie E. Flipped Classroom Infographic #flippedclassroom #blendedlearning #edtech.
What I really think about the Flipped Classroom. There is the somewhat famous quote by statistician George Box "All models are wrong, but some are useful.
" Mathematical modeling is both a mathematical practice standard and is a content domain, and in that domain there are no actual standards. Modeling can seem a bit confusing. But clearly it is important enough that it is included in the CCSS twice. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. Models can be complex. Computer models are sets of mathematical equations which describe the evolution and movement of our weather. Models can be relatively simple. The culinary arts students decide to sell coffee and espresso drinks before school once a month to raise money for their program, and to learn about how restaurants set menu prices. A mathematical model for this situation would be.
Clintondale High Cuts Freshman Failure Rates with Flipped Classes. In an urban school outside Detroit, more than half of freshmen failed English in fall 2009.
Along with failing classes, freshmen students got in trouble. A lot. That semester, principals at Clintondale High School dealt with 736 discipline cases for 165 students. A year later, the scene changed. Of 165 freshmen, only 19 percent failed English. As failure rates plummeted, so did discipline cases. Instead of spending class time lecturing, teachers created short video instruction for students to watch online each week. "The answer is not necessarily technology," Principal Greg Green said. Students receive immediate feedback In freshmen science classes, teacher Rob Townsend creates three videos each week with Camtasia Relay and Wacom tablets.
Students who don't have Internet or computer access watch the videos at school. During class, he has more time to do labs and interactive activities. He also has more time to help students with math-based problems. Students don't get as frustrated.