Flipped classrooms have always been something I’d like to try…eventually. That’s what I have always said: “next unit, next semester, next year”. I have never actually gotten around to it until now, and I am not even sure that I am “flipping” my classroom, so to speak.
This post is not about my knowledge of flipping classrooms, it is about my desire to learn more and eventually have a course in which students do part of the learning at home, online, and part in the classroom, at school.
What does a flipped classroom even look like? Obviously every school, teacher, classroom will look different. I like the example below of a high school in Detriot, that is experimenting with a completely flipped classroom. Watch below:
It’s interesting to watch this video and see how students, teachers and admin react to this concept. The idea of making students accountable for the learning of the material is great and I think it would work well in certain schools. The idea of using class time to practicing skills students learned themselves, collaborating, problem solving and persevering through work seems like a wonderful idea.
Schoology is one company that is taking the idea of a flipped classroom and creating a platform to enhance the flipping experience.
Schoology /skoo.luh.jee/—a learning management system (LMS) that has all the tools your institution needs to create engaging content, design lessons, and assess student understanding.
Like other platform websites, like Google and Blackboard, Schoology aims to make teaching easier for the teacher and more engaging for the student. An appeal of this website is that it design is intuitive and it connects you to other teachers everywhere. The downside is that both the teacher and the student will have to learn this new technology and its intricacies.
Using Google here at ISM also lends itself nicely to flipping a classroom. I just made my first flipped lesson for my Grade 9 students on exponents. I made videos, a powerpoint and example problems to complete. They are responsible for learning the content and being able to complete problems. When I see them in class after the long weekend, ideally they should be able to complete different types of exponent problems based on the videos watched.
How do I think it will go? I have my reservations. I think that a flipped lesson is something both teachers and students need to do multiple times in order to feel comfortable with the concept. However, I am hopeful a handful of the students will respond favorably so I can experiment more with flipped lessons in the future.
- What happens if students don’t have internet, or a computer?
- What happens if students have to watch 3 or 4 lectures/lessons in one night?
- What happens if students do care at all, and refuse to complete the lessons on their own time?
- How does a teacher fully understand if their lesson was clear and students gained mastery?
- How does a teacher have time to create all the new online lessons?
I would love to hear about other teachers who have successfully flipped a lesson or even their classroom and learn more about the process. Any tips, tricks of the trade?