Flipping the Classroom and Providing Support Materials
There is a lot of buzz out there about flipping the classroom. What does it mean? Basically, flipping the classroom has a basis of doing what is traditionally done face-to-face at home, and doing what is traditionally done at home, face-to-face. More specifically, instructors who flip their classrooms provide instructional content for students to access at home. When students come to class the next day, they can ask questions about that content. Then, instead of spending time in class lecturing or providing traditional instructional content, the instructor would facilitate activities in class and assess student performance.
Some form of flipping the classroom can be as simple or as complex as an instructor desires. A simple flipping strategy is to post articles on a website or blog. The students could read the article at home. They could then ask questions when they get to class. Next, the instructor could facilitate a discussion or some sort of stimulating activity and practice, followed by an assessment. Some teachers are using more complex forms of classroom flipping. Between simple and complex, some teachers are finding instructional videos for students to watch at home, followed by similar procedures as was mentioned after reading a posted article. Others are taking it to a different level than that by recording short videos of their own instruction and uploading those to a website or blog for students to view at home, then subsequently asking questions, getting practice, and being assessed the next day.
The benefits of flipping ones classroom are well documented. Most importantly, it provides learner control. Students benefit from continuous instructional access. Being able to rewind or replay what your teacher said on a posted video is a great option for students. Also, many teachers say that classroom management is easier under a flipped environment. Students just don't act out as much because they are using knowledge and skills to do something instead of having to sit quietly and listen for extended periods of time. Plus, when students are practicing skills, they have the option of asking the instructor for help. In a traditional classroom, students tend to sink or swim based upon homework, which is completed at home. If a student is lucky, an older brother or parent can help them, but if not, who do they turn to in those situations?
If flipping the classroom isn't your thing, it is still very useful to create supporting instructional materials for your students to access while they aren't in your classroom. In a traditional classroom, students will typically have homework. If a student doesn't remember the day's instruction very well, they may become lost during the nightly assignment. Being able to go to the teacher's website, click a link to access a short instructional video, rewind, and/or re-watch it could be a great reminder of how to work the problem from the lesson's focus or to see examples of the literary elements. Any curricular area could benefit from supportive materials. Plus, if a student is absent, the instructor could refer the student to the instructional materials as a way to catch up. That's a lot easier for everyone involved than having to put aside time to reteach the lesson. Obviously, that still may be necessary, but we can cross that bridge when we come to it. Most importantly, it places the student in control of his or her own learning. That can only benefit the student with respect to future educational endeavors.
Some form of flipping the classroom can be as simple or as complex as an instructor desires. A simple flipping strategy is to post articles on a website or blog. The students could read the article at home. They could then ask questions when they get to class. Next, the instructor could facilitate a discussion or some sort of stimulating activity and practice, followed by an assessment. Some teachers are using more complex forms of classroom flipping. Between simple and complex, some teachers are finding instructional videos for students to watch at home, followed by similar procedures as was mentioned after reading a posted article. Others are taking it to a different level than that by recording short videos of their own instruction and uploading those to a website or blog for students to view at home, then subsequently asking questions, getting practice, and being assessed the next day.
The benefits of flipping ones classroom are well documented. Most importantly, it provides learner control. Students benefit from continuous instructional access. Being able to rewind or replay what your teacher said on a posted video is a great option for students. Also, many teachers say that classroom management is easier under a flipped environment. Students just don't act out as much because they are using knowledge and skills to do something instead of having to sit quietly and listen for extended periods of time. Plus, when students are practicing skills, they have the option of asking the instructor for help. In a traditional classroom, students tend to sink or swim based upon homework, which is completed at home. If a student is lucky, an older brother or parent can help them, but if not, who do they turn to in those situations?
If flipping the classroom isn't your thing, it is still very useful to create supporting instructional materials for your students to access while they aren't in your classroom. In a traditional classroom, students will typically have homework. If a student doesn't remember the day's instruction very well, they may become lost during the nightly assignment. Being able to go to the teacher's website, click a link to access a short instructional video, rewind, and/or re-watch it could be a great reminder of how to work the problem from the lesson's focus or to see examples of the literary elements. Any curricular area could benefit from supportive materials. Plus, if a student is absent, the instructor could refer the student to the instructional materials as a way to catch up. That's a lot easier for everyone involved than having to put aside time to reteach the lesson. Obviously, that still may be necessary, but we can cross that bridge when we come to it. Most importantly, it places the student in control of his or her own learning. That can only benefit the student with respect to future educational endeavors.