I really like the concept and see the benefits but it won't work in my situation.
By possibly taking the spirit of a flipped classroom and try to apply what I can in my specific situation.
Good to revisit this info again. Glad they gave the disclaimer that it can be done in sections not the complete course at once.
For those of us who learned strictly in a lecture environment, a flipped classroom may sound ludicrous. However, instead of being the content expert who delivers the content in a F2F environment, technology allows us to flip the classroom so that student-centered learning is more effective. A flipped classroom is not always effective, and more research is being conducted on this. However, I have found that students are more receptive and engaged with the concepts when a flipped classroom is utilized. Students are more likely to come to class prepared.
This module really drilled home the importance of shifting from simply covering content to mastering it. I like this idea, and I need to explore further what it will look like in my courses.
I have learned about shifting into the role of facilitator.
I like that throughout these lessons, it is emphasized that a flipped classroom does not have a one size fits all approach. I am a nursing instructor in an excelerated program and our recorded lectures are usually about 1.5 to 2.5 hours because we are covering up to 6 chapters and extensive content. The value though is, the students are able to watch the lectures in 10 minute bites or 1 section at a time, or however they want and have the option to go back as needed. I also like the idea of a Needs Analysis to assess what learning the instructor could benefit from. I have found that I am simply not aware of all the technology based options that are available that are great learning tools and even offer collaborative learning options.
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Flipping the classroom can be done in stages.
Comment on Shane Apperley's post: Shane , Agreed!
I believe that the flipped classroom model is very unique, practical and efficient way of active learning. A model that keeps student engaged in the learning process. We may have all experienced being in a lecture 30 minutes long and depending on the speaker's ability to keep the audience attention, either drift off or start to readjust ones' seat posture. The flipped classroom model, avoids this and learning is active and continuous, leaving no room for boredom.
The section regarding content recovery was very interesting to me. I plan to use the key questions suggested, such as "How can I utilize the pre-recorded lectures to cover or supplement the content," and "How can I get students to produce products that provide content to others or demonstrate they comprehend the content?" to ensure that I'm meeting my learning objectives in a flipped classroom.
What resonated most with me was the fact that the teacher must be transformed prior to embarking on flipping the classroom. There are many components to consider. I plan on implementing this in a small way at first; as both students and I need some practice using this new way of learning. I definitely agree that advancements in technology can facilitate flipping the classroom. One concern I have is making sure that students do take responsibility for their part in the educational process and actually put the time in prior to class. Many of my current students struggle with balancing work, home and school. Getting them to pencil out "additional" study time has always been a challenge. I look forward to learning more about the tools available to transgress barriers.
There are many factors to consider when trying to implement a flipped classroom. It is imperative to get your PD and administrators involved in the process. The flipped classroom approach transforms student learning and the way we teach. The focus is on content mastery.
The statement "the shift from “covering content” to the “mastery of content,”" sounds amazing, however, prerecorded lecture portion sounds easy to me, when it comes to how to design proper classroom activities so student can progress through Bloom's taxonomy, this is where I see the challenge.
I have learned that I will be able to incorporate a flipped classroom method. I am excited to implement this into my classroom.
I appreciated how the module emphasized outcomes focus and needs analysis to inform guided change and continuous improvement. I noticed that the students were included as stakeholders in the feedback to guide change. While I believe this is important and already incorporate elements of student surveys to inform change, I I also have some remaining curiosities:
1. Is there a correlation between innate learning styles and appreciation of flipped classroom methods?
2. How accurately does a class' input from one year reflect the needs and learning preferences of the following year's cohort?
The flipped classroom is not a fix all for excellence in Education. It is a tool for improvement in its evolution.
I like this idea of the flipped classroom but with what I teach I fear there is no way of making lecture videos that are only 15 minutes long. And then meet up in f2f class and work together on an assignment. I also fear that my students will not watch the lectures and then come to class with no idea of what's going on and then I spend more time catching them up.
I learned that lectures should not be more than 15 minutes. I have some lectures that are longer and I need to revise them to be more concise. I have implemented this this week and I feel as though the students were more responsive and retained the information better, and I had more engagement in the class!
