Scaling Flipped Learning Part 3: Teacher Evaluation – Flipped Learning Simplified As more and more schools adopt flipped learning on a larger scale, there is a need to think systemically about evaluation systems. This is the third in a series on how to scale flipped learning. In the first post I discussed technological systems, in the second I discussed pedagogical systems, and in this post, I will explore how evaluation systems need to change when flipped learning is scaled. During my twenty-four years as a classroom teacher, I was evaluated many times by administrators. The vast majority of these evaluations consisted of the principal sitting in my class and watching me “teach.” Scaling Flipped Learning Part 2: Shifting Pedagogy – Flipped Learning Simplified Individual teachers across the world who are flipping their classes, are often working in isolation and small pockets. However, as the movement has grown, there is an increasing need to think systemically about how to scale flipped learning. I believe three systems need to change for flipped learning to flourish on a large scale in a school or district: technological systems, pedagogical systems, and evaluation methodologies. In part one of this series, I discussed how technological systems need to be integrated, workflows need to be simplified, and technology infrastructure needs to support flipped learning. The focus of this post will be to examine how pedagogical systems need to adapt for flipped learning to thrive on a large scale. Educational researchers have been studying learning for a very long time.
Scaling Flipped Learning Part 1: Technology Strategy – Flipped Learning Simplified A 2014 study indicates that 46% of U.S. principals expect that new teachers to the profession should already know how to flip a class upon graduation from a teacher training program. There is also a growing body of research which demonstrates that flipped learning is showing significant growth in student achievement, satisfaction, and teacher satisfaction. As schools begin to implement the model, what kinds and type of support should school leaders provide? This past year I worked with a group of teachers from a variety of schools which was implementing flipped learning into their classes. I was with them three to four times during the year and got to know their successes and challenges.
Consejos prácticos sobre cómo implementar el flipped classroom El proceso de implementación de un nuevo modelo de aprendizaje requiere superar obstáculos y desarrollar habilidades. La preparación para el proceso de implementación debe permitir que el profesor pueda anticipar los obstáculos y ejercitar las habilidades que más necesitará para instaurar una sistema de aprendizaje inverso. Para comprender la serie de habilidades que el profesor necesitará experimentar y desarrollar para implantar un modelo de enseñanza inversa es conveniente que los profesores candidatos a implementar el flipped exploren los siguientes recursos: El flipped tiene un gran impacto sobre el proceso de enseñanza –aprendizaje y sobre la mejora de los resultados de aprendizaje. En primer lugar la implementación del flipped classroom cambia el status quo de las actividades de enseñanza aprendizaje y evaluación ¿Qué os podemos garantizar si aplicáis las metodologías propuestas para invertir vuestras asignaturas?
Modifying the Flipped Classroom: The "In-Class" Version So. You've tried flipping your class, and it didn't go well. Or you've heard about flipping and want to try the approach, but you're pretty sure it won't work in your school. The Flipped Classroom Model: A Full Picture 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.
Flipping The Classroom… A Goldmine of Research and Resources To Keep You On Your Feet Greetings from Boston and BLC12 (Alan November’s Building Learning Communities Conference ). If you wish to follow the happenings at BLC12 check out the hashtag #BLC12 on Twitter. Welcome to another post rich in resources on the Flipped Classroom. If you have come here looking for links that will guide you to videos and multimedia to use in a Flipped Classroom you will find that in the second half of this post. What is flipped classroom What is the 'Flipped Classroom'? The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. (Vanderbilt University, Center for Teaching). The term flipped classroom was popularised by teachers Aaron Sams and Jon Bergman from Woodland Park High School, Colorado in 2007 in response to a realisation that class time would be best spent guiding knowledge and providing feedback rather than delivering direct instruction. Bergman and Sams (2012) reasoned that direct instruction could be delivered by recording video content for students to engage with before class (and any time) freeing up class time for activities that allow deeper exploration of content. Diagram 1: Learning opportunities of the flipped classroom (adapted from Gerstein)