Recently I blogged about alternative programs in education but lately the one that I’ve become aware of is the flipped classroom concept. It’s based on the idea that the skills and concepts that were originally introduced in the classroom and then practiced at home are reversed. In other words, concepts and skills are now taught at home and practiced in school.
Flip teaching follows a blended learning model where students watch a video lecture or an introduction to a new concept on the internet and complete assignments in class to enhance teacher-student interaction. While watching a lecture at home, many flipped classrooms have communication with peers and teachers via online for immediate feedback. Conceptual application, review, and practice then takes place in the classroom with the help of the teacher. Technology and activities are the main components of the flipped classroom model. Both components greatly influence the educational environment.
The history of flipped classroom began with teachers recording and posting a live lecture on line for students that were unable to attend class due to illness. The concept extended itself to using online videos or podcasts as an introduction of new concepts and reserved class time for collaborative work and mastery of skills. The driving force of the method came from the traditional classroom where there was limited student engagement resulting in a lack of understanding, failure, and eventually dropping out of school.
Today’s flipped classroom begins with teachers creating 3 videos a week consisting of about 5 – 7 minutes each. Students watch the video at home (at school if there is no computer or internet at home). The classroom time then becomes the time for applying the new concept. Practicing the new skill in the classroom allows for students to receive instant feedback from the teacher. Application becomes less frustrating for the student when mistakes or misconceptions occur while he/she is working either individually or in a group. The method develops a strong conceptual understanding, builds higher level thinking skills, and deepens problem-solving skills.
Flipped classrooms can begin as early as elementary school. The difference between upper grades and the younger grade level classroom is the amount of supervision and assistance that may be needed during the application of each new concept. Younger children will require more teacher or parent management.
One good thing that I see in the flipped classroom is that the ‘sage on stage’ has to become the ‘guide on the side’ (this facilitation concept is further explained in the concluding chapter of my book You’ve Got to be Kidding Me! The Educators’ Secret Handbook). This method also creates an environment for differentiation and meeting the needs of each student.
Where are the disadvantages? Presently there is not enough data on the effects of a flipped classroom. One foreseen problem is the availability of the internet. It also requires a motivated student or the watchful eye of a parent when viewing the videos or podcasts. Some problems may be created if various students are working at different paces and a teacher may have to manage multiple students in different areas and possibly different subjects. Testing students at different times may also pose a management problem depending on mastery of the concepts.
Technology, innovative educators, and demanding parents are causing the necessary change in today’s educational methods and with traditional classrooms. Gathering data on the learnings of the flipped classrooms can only be beneficial for future methods of teaching. In my professional opinion, the concept of flipping sounds great and I would be the first one to support its use in the classroom. For a more understanding or information on flipping these websites may be of use: http://flippedlearning.org, http://cft.vanderbilt.edu, and http://www.flippedcassroom.com.
