'Flipping' the classroom is a newer technique teachers are using. Instead of lecturing in class & giving practice problems as homework, you spend class time on interaction & student involvement. The 'lecture' is given at home via videos or teacher-suggested readings. Class time is spent on practice, review of student's questions, discussion & application of the ideas.
Benefits
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Drawbacks
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Homework
This can be a teacher-created video, links to online resources (videos, animations, news sites, etc.), or readings. If you go the video route, you can just record your normal lecture at first, then, later add in animations & video links. [Here are instructions on making a video using ActivInspire.] You’ll find recorded lectures are shorter than in-class. Try to keep lectures to less than 15 minutes, at most. Then add a reflection piece – like a blog or short online quiz – where students reflect on what they learned. Finally, upload to YouTube. You can link to the video from your website/email/text. Don’t let it just be straight lecture – have them summarize or develop questions about it, whether online or on paper to turn in the next day. You can make free quizzes in GoogleDrive (they call them forms & convert the results to a spreadsheet) or QuizStar. TEDed gives you the ability to link videos to quizzes & blogs as well. Or, you could require that students create an account on Quizlet, sign in to your page, then practice with the vocabulary.
If your students do not have online access, but you have an up-to-date textbook, assign readings and questions in the book.
Personally, I send students/parents a text from my Remind or an email each day, with a link to the day's homework. It takes only seconds to set up, and all they have to do is click the link! This helps improve homework completion rates and makes parents feel in touch with what their children are learning.
If your students do not have online access, but you have an up-to-date textbook, assign readings and questions in the book.
Personally, I send students/parents a text from my Remind or an email each day, with a link to the day's homework. It takes only seconds to set up, and all they have to do is click the link! This helps improve homework completion rates and makes parents feel in touch with what their children are learning.
In Class
Take advantage of the extra time! Student interaction is vital. It can be group work, several stations set up around the room, labs you never had time for before, discussions and student projects. The keys are to (a) keep the students working, (b) have choice/differentiation whenever possible, and (c) have students interact & work together whenever possible. This is class time for higher-level thinking and remediation.
For example, to learn scientific investigation, I had students create hypotheses about what might increase or decrease someone's reaction time. They came up with several variables (caffeine, playing high-speed sports or video games, how much sleep they'd had...). They formed groups based on their hypotheses. To test them, we had everyone go to http://www.humanbenchmark.com/tests/reactiontime/ . Then, they entered their data in a GoogleDoc form I'd made (at http://tinyurl.com/kshz87m). The next class, we downloaded all the data from the spreadsheet and students worked in groups to analyze it in Excel, determining if the results supported or refuted their hypothesis. They then presented their results to the class and we discussed what might have the greatest effect.
Having students create their own videos, websites or slideshows is a great way for them to use the knowledge & present it in a new way. Borrow flipcams from the library or use their smartphones, then have them work collaboratively to make a video demonstrating their knowledge. Finally, post their videos up on YouTube or make a website on Weebly!
For example, to learn scientific investigation, I had students create hypotheses about what might increase or decrease someone's reaction time. They came up with several variables (caffeine, playing high-speed sports or video games, how much sleep they'd had...). They formed groups based on their hypotheses. To test them, we had everyone go to http://www.humanbenchmark.com/tests/reactiontime/ . Then, they entered their data in a GoogleDoc form I'd made (at http://tinyurl.com/kshz87m). The next class, we downloaded all the data from the spreadsheet and students worked in groups to analyze it in Excel, determining if the results supported or refuted their hypothesis. They then presented their results to the class and we discussed what might have the greatest effect.
Having students create their own videos, websites or slideshows is a great way for them to use the knowledge & present it in a new way. Borrow flipcams from the library or use their smartphones, then have them work collaboratively to make a video demonstrating their knowledge. Finally, post their videos up on YouTube or make a website on Weebly!
“If your students are sharing their work with the world, they want it to be good.
If they’re just sharing it with you, they want it to be good enough”- Rushton Hurley.
If they’re just sharing it with you, they want it to be good enough”- Rushton Hurley.
My Experience
I have done a modified flip in my classroom for four years now. I find (through surveys I've done) that honors students like this format a lot. Some will even watch the full unit's video list at the beginning of the unit! They really enjoy the extra time in class for activities & labs. Parents almost uniformly like it. Unfortunately, academic students are not the biggest fans. I can't depend on them to do the homework, so I spend more time going over it in class instead of doing enrichment. However, it is a huge benefit for absentees or students who are going out of the country & miss a month of school. Parents tell me they will watch the videos with their children and learn as well. They like the extra help re-watching the video provides.
So, for my classes I do a modified flip. Sections I find that are more difficult I offer the video as homework, but also go over it in class more in-depth. I also make sure in all my classes to have computers available whenever possible, so students can work on it during study halls or while they wait for others to finish taking a test. My first videos were less interactive, so I'll be going back soon to redo them and add more linked quizzes to keep them thinking.
You must consider your students, though. It is unfair to require internet-based homework of students with no internet access. There are very few in my classes without, but there are a couple. So, I make sure to have computers available during study hall and let them know where they can access the school computers before/after school. Otherwise, you are limited to readings in the textbook or handouts.
If this interests you, I suggest joining (free) or at least visiting the Flipped Learning Global Initiative for more information.
So, for my classes I do a modified flip. Sections I find that are more difficult I offer the video as homework, but also go over it in class more in-depth. I also make sure in all my classes to have computers available whenever possible, so students can work on it during study halls or while they wait for others to finish taking a test. My first videos were less interactive, so I'll be going back soon to redo them and add more linked quizzes to keep them thinking.
You must consider your students, though. It is unfair to require internet-based homework of students with no internet access. There are very few in my classes without, but there are a couple. So, I make sure to have computers available during study hall and let them know where they can access the school computers before/after school. Otherwise, you are limited to readings in the textbook or handouts.
If this interests you, I suggest joining (free) or at least visiting the Flipped Learning Global Initiative for more information.