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Due to Khan Academy’s popularity, the idea of the flipped classroom has gained press and credibility within education circles. Briefly, the Flipped Classroom as described by Jonathan Martin is: Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating. Classrooms become laboratories or studios, and yet content delivery is preserved. Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating.
Can I be honest? I wrote and passed notes in class my entire high school career . I even collected said notes and displayed them in shoe box with pride.
Are we about to see organisations slipping in the word "flipped" when describing their learning and devlopment activities? The concept is gaining ground in the education sector, so what exactly is it and what does it mean for learning and development (L&D)? The main thrust of flipped learning is that the learner is given materials (online video, for example) to look at outside of the classroom so that those materials can then be discussed back in the classroom. That's the flip - looking at learning materials outside of the classroom rather than them being delivered by the teacher in the classroom. This is how Wikipedia currently defines flipped learning :
I saw a tweet come through the feed this morning from Brad Campbell and Vanessa Alander regarding the practice of “implementing” a flipped classroom without appropriate support for students. [blackbirdpie id="186084660743380992"] [blackbirdpie id="186085691363561473"]
Have you ever experienced the unique and rare moment when, after doing something the same way for year and years, you have an epiphany and wonder, "why am I doing it this way?" Most of the time the answer is tradition, that's the way we've always done it. At one time, there probably was a sound, logical, reasonable explanation for the decision to do it that way. Take, for example, the Bodleian Library in Oxford. It is one of the world's literary repositories and one of the largest libraries in the world. It has within its vaults every book published in the English language after 1911, and a lot of those published before that time.
It seemed like a good idea. It worked for a while. How do I know? Because in class, more kids would take the initiative to come to me with questions regarding understanding rather than procedure. Because kids were getting group practice on sophisticated (more or less) questions done in class.
For years I've been talking about how online learning creates a "reversal of fortune," because in a classroom the student is entirely on the teacher's turf, but as soon as you put learning online it's the opposite. It's the teacher and the learning that has to adapt to the student's personal environment. This reversal has enormous ramifications, the top of the heap being that online learning must now be considered a product in ways the classroom does not.
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