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| https://commons.wikimedia.org/wiki/File:Flipped.jpg |
Summary
- The definition of flipped learning is that the teacher uses video lectures to be used outside the classroom, and he/she works with students in class to complete "homework" assignments.
- According to Sams and Aglio (2017), "Flipped classrooms give students the time to explore what they need to learn, and new ed tech programs are helping teachers give students choices both in and out of the classroom" (p. 53).
- Teachers who actively use flipped learning tend to change the way they assess students' learning. They are moving away from awarding points for correct answers and moving toward showing evidence of student mastery to show that students are learning the material.
Assess
- Clearly, this 2017 article is condensed, up-to-date article from eSchool News. It is, however, a commentary, not a research study on the Flipped Classroom and student mastery learning.
- The authors do not cite any studies or indicate why they have come to these conclusions. They speak in generalities about the perceived success and use of the Flipped classroom.
- There is a longer article, and I would like to read that before forming any conclusions here.
PBS
NewsHour. (2013, December 11). What a flipped classroom
looks like [Video file]. Retrieved from https://youtu.be/G_p63W_2F_4
Summary
- This video depicts Clintondale High School outside of Detroit where all classes in the school were flipped by using video lectures and in-class lab and homework time. This model was very successful.
Assess
- This PBS NewsHour is more indepth than typical news report, because it takes a much deeper look at this topic and the results by interviewing the principal, teachers, students and parents.
Reflection on Flipped Classrooms
- I am convinced that there is merit to flipping the classroom. The article and the video provide compelling cases for flipping the classroom and for implementing this model throughout the school. Clearly, the role of the teacher and students change in this model. For teachers, it requires a lot of preparation to produce video lectures and to revise the structure of class time, but for both teachers and students, this seems to be a positive change. They also make sure to point out that the content needs to be quality for "flipping" to work effectively.
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