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Why I Gave Up Flipped Instruction

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 No.

http://plpnetwork.com/2012/10/08/flip-love-affair/

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The Flipped Classroom in ELT Flipped learning – or the flipped classroom – is one of the hot topics in education at the moment. It’s a core part of the ‘EdTech agenda’ and often espoused as one of the things that will fix a broken education system. So, what exactly is the flipped classroom and what could it mean for ELT? How well would the concept even work for language teaching? What is flipped learning? Flipped learning reverses the ‘standard’ model of teaching by delivering instruction to students at home through self-study materials and moving the ‘homework’ element to the classroom. Getting Students to Watch and Engage With Flipped Videos with Crystal Kirch’s WSQ Technique – Flipped Classroom Workshop At FlipCon14 last week I learned about two good techniques to help encourage/require students to read or watch or otherwise take in and engage with learning content that you assign them in your flipped or blended classroom. Today I share one of these and I will write about the other soon. “WSQ” (pronounced “whisk”) is a pretty simple idea, but like most ideas, the power of how it is used is in the details and application of it.

Flowboard Reviews Flowboard is a storytelling and presentation app that allows anyone to make side-scrolling publications with images, text, videos, links, and photo galleries. Whether you have a story to tell, an idea to share, or a presentation to give, Flowboard allows you to create & present right from your iPad, or share to any device. Flowboards are fun, stylish, and entertaining. With Flowboard you create complete stories on your iPad using a few simple gestures. Is the flipped classroom a better version of a bad thing? Not all educators are sold on the flipped classroom idea, however, and many feel it is just a way to reinvent lecturing—which is considered antiquated among some educational groups. (Shutterstock photo) The idea of a “flipped classroom,” or classrooms where video lectures replace the bulk of teacher-student lectures is becoming more popular, says a report from Education Week. The movement to replace traditional teaching with video instruction was made mainstream by Salman Khan, who created a free online course covering various topics. The crux of the flipped classroom mentality is that students swap homework for classwork—they watch the video lectures at home instead of listening to them at school. This then frees up class time to allow teachers to engage students in activities related to the coursework they watched outside of school.

Stop writing the objectives on the board How often have you been told that writing the lesson's objectives on the board is best practice? Can you think of even one reason why doing this might be a bad idea? Because the prevailing wind of conventional wisdom consistently blows in favor of content-bloated, prefabricated externally mandated standardized standards, it takes courage to pause and reflect. Mike Fishback offers this post titled Objectively Speaking where he identifies three reasons why we should question the wisdom behind writing the lesson's objective on the board. Communicating objectives to students sends a strong message about who is driving the learning.Communicating objectives to students gives away the ending before the uncovering even begins.Communicating objectives to students discourages students and teachers from pursuing potentially constructive lines of inquiry that appear tangential to the objectives.

3 keys to a flipped classroom If you are planning to use the ‘flipped classroom’, then you might want to think about a few key ideas. Background: Flipping the Classroom Home » All CFT Teaching Guides » Flipping the Classroom “Flipping the classroom” has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and Science (Mazur, 2009); In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates. Bloom’s Taxonomy (Revised)In terms of Bloom’s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. What is it?

Flipped Classroom 2.0: Competency Learning With Videos The flipped classroom model generated a lot of excitement initially, but more recently some educators — even those who were initial advocates — have expressed disillusionment with the idea of assigning students to watch instructional videos at home and work on problem solving and practice in class. Biggest criticisms: watching videos of lectures wasn’t all that revolutionary, that it perpetuated bad teaching and raised questions about equal access to digital technology. Now flipped classroom may have reached equilibrium, neither loved nor hated, just another potential tool for teachers — if done well. “You never want to get stuck in a rut and keep doing the same thing over and over,” said Aaron Sams, a former high school chemistry teacher turned consultant who helped pioneer flipped classroom learning in an edWeb webinar. “The flipped classroom is not about the video,” said Jonathan Bergmann, Sams’ fellow teacher who helped fine tune and improve a flipped classroom strategy.

In This Flipped Class, Teachers Learn From Students' Video FETC 2013 | Profile In This Flipped Class, Teachers Learn From Students' Video As many students can attest, video creation doesn't have to be difficult and it certainly doesn't have to be scary. The Trouble With Online College First, student attrition rates — around 90 percent for some huge online courses — appear to be a problem even in small-scale online courses when compared with traditional face-to-face classes. Second, courses delivered solely online may be fine for highly skilled, highly motivated people, but they are inappropriate for struggling students who make up a significant portion of college enrollment and who need close contact with instructors to succeed. Online classes are already common in colleges, and, on the whole, the record is not encouraging. According to Columbia University’s Community College Research Center, for example, about seven million students — about a third of all those enrolled in college — are enrolled in what the center describes as traditional online courses. These typically have about 25 students and are run by professors who often have little interaction with students.

Is The Flipped Classroom Relevant to ELT? Is The Flipped Classroom Relevant to ELT? There is a lot of interest in the idea of the Flipped Classroom. It was even mentioned in the Horizon Report for Higher Education in 2015 as a key growth area. In all honesty I am a bit surprised how the Flipped Classroom has caught on and I had previously questioned its relevance to ELT and language teaching.

Wright, Shelley. "The Flip: End of a Love Affair." Powerful Learning Practice. October 8, 2012. Accessed July 10, 2015. by am11445 Jul 10

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