Flipping the Classroom
In
this post, I am again going to refer to the parents and teachers regarding one
of the latest trends in K-12 education, “flipping the classroom.” The model better known as ‘Flipped classroom’ needs no introduction, in the education community.
In the simplistic form, flipping the classroom means teacher provides their lessons as homework to the students; that implies much of the direct instruction is sent home, and the homework is done at the school. The homework (lectures or the learning material) is in the form of videos, podcasts or audio lessons and can be seen or heard on the computer, iPads, cell phone or television.
In fact, there are numerous schools with increasingly large number of teachers trying something new and different each day while flipping their classes. However, in order to create high-quality learning resources teachers must have technological knowledge and support. Nevertheless, the good news is that there are many resource websites that have high-quality learning resources, lessons or course materials. For example, some of them are Coursera, KhanAcademy, TED-Ed, ShowMe, Educreations, and web-based tool Sophia, Knowmia , besides teacher learning communities such as 'Flipped Classroom Network.'
In the simplistic form, flipping the classroom means teacher provides their lessons as homework to the students; that implies much of the direct instruction is sent home, and the homework is done at the school. The homework (lectures or the learning material) is in the form of videos, podcasts or audio lessons and can be seen or heard on the computer, iPads, cell phone or television.
The aim of flipping the classroom is
varied ranging from the introduction, exploring, reviewing the topics/lessons,
and also to supplement the classroom experience/material. It also provides the
opportunity to the students to rewind or re-watch the lessons. This helps
to create more classroom time that
can be used for in-depth discussions, practising the skills,
collaboration and one-to-one interaction with teacher and peers and, more
importantly allowing direct ownership to the students over their learning.
In fact, there are numerous schools with increasingly large number of teachers trying something new and different each day while flipping their classes. However, in order to create high-quality learning resources teachers must have technological knowledge and support. Nevertheless, the good news is that there are many resource websites that have high-quality learning resources, lessons or course materials. For example, some of them are Coursera, KhanAcademy, TED-Ed, ShowMe, Educreations, and web-based tool Sophia, Knowmia , besides teacher learning communities such as 'Flipped Classroom Network.'
I
feel utmost thing that we as teachers need to keep in mind, as we create or
collect resources to send home, is to make sure that the learning material should;
2. build
upon the prior knowledge
3. have
an idea/lesson presented in a variety of way
4. For
a subject like mathematics, not just providing students with the videos that just
provide the steps to solve the equations but also designing lessons in a way to
create complex, hard to reach situations that give learners a more honest
experience of what it means to learn and dig deep into the subject
(Watson, 2006).
Referring to the Watson’s book, ‘Raising achievement
in secondary mathematics’, author suggests that every student can learn
mathematics regardless of the level or assessment they are placed in. We as
teachers need to create circumstances and situations that challenge and
motivate them.
In her words, “
to be really ‘good’, teachers may need to abandon expectations, schemes of
work, targets and predictions, and to offer students the hardest mathematics
they can possibly imagine, rope them in, care about them and ignite their
thinking, and to do this with a passion and effort that ensure it works.’
Reference:
Watson, A. (2006). Raising achievement in
secondary mathematics. (p. 158). England: Open University Press.
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