Are there teachers out there using the "Flipped Classroom Model"? If yes, do you create your own web-based resources for students to access? Do you have alternative ways for students to access...
Are there teachers out there using the "Flipped Classroom Model"? If yes, do you create your own web-based resources for students to access? Do you have alternative ways for students to access content?
I think that you will find many different examples of the flipped classroom being used in the modern educational setting. The web is literally a treasure trove in terms of resources. Much is present in terms of web- based resources for students to access. At the same time, clearinghouses like Pinterest and even enotes are helping to increase the accessibility of web- based resources for the flipped classroom.
In terms of using the flipped classroom in my own teaching, I like to create my own resources as well as combining what is out there. For example, I have come to realize that in teaching my unit on the Holocaust, there is far too much I want to explore and not enough time to do so. I integrate the lessons I would have taught in straight lecture formats into my flipped classroom as well as resources out on the web. I do this though an online learning environment. Students have to post substantive comments on the different topics and engage in intellectual discourse with me and other students.
In this manner, the classroom has become "flipped." Students are learning from the content posted online and going to resources I have found as well as finding their own content in the integration of effective learning. In this manner, the "sage on the stage" has become supplanted with me becoming the "guide on the side." At the same time, students bear the responsibility for the learning process, tailor making it to their own experiences.
I think that kids perceive the flipped classroom as a more authentic experience if there is a combination of teacher generated and web- based resources. Cynical students might perceive the flipped classroom as a way for teachers to evade working with students. Indeed, I think that the flipped classroom does run some dangers, as a traditional one, if teachers are not focused on individual student progression in every class, every day. Flipped or not, teacher effectiveness is predicated upon establishing a relationship with students in which their intellectual pursuits are the most important element in the learning process. It is in this light where students might be able to sense a greater validity in the flipped experience if they see that teacher prepared content supplements web- based resources. Since the web is equal opportunity, modern students are savvy to see if a teacher has sincerely produced quality work in light of a learning experience or if they have simply "stolen stuff from the web." Students might be able to feel that there is a greater learning experience evident if they see their own teachers' voices involved in the preparation of content in a flipped setting. It does take time, but being able to generate one's own content along with web based resources helps in the successful delivery of instructional materials in a flipped classroom.
Finally, I would suggest that a flipped classroom needs to be guided by the definition of end products. For my unit on the Holocaust, I want to generate student dialogue in different aspects of the Holocaust. My end product is to see discussion threads posted in philosophical, artistic, literary, and historical analysis of the Holocaust. It is for this reason that I use an online learning environment in my flipped classroom. Another example of the end product focus is seen in my unit on poverty. When I teach my unit on poverty, I want students to collect specific samples of the web, curating them, in accordance to specific end products regarding poverty in American History and in the modern predicament. I think that these are examples of a specific purpose in the flipped classroom. Being able to construct lessons in this regard with a sense of the "backwards design" model helps to ensure effective learning experiences in the flipped classroom setting, and learning, in general.
I started to integrate flip teaching slowly a few years ago. I create my own instructional videos and post to my online learning management system. There are two issues, despite exhausted research for solutions, that I have not yet been able to overcome. One issue, is our student population is economically disadvantaged - so not all students have a computer and / or internet access at home. The other is finding a way to help those who do not view the videos - whether by choice or circumstance - to catch up, and still retain a class pace.
Fortunately, I've begun to design my curriculum in such a way that the students are able to work at their own pace, covering unit material by reinforcing learning and reviewing once all have completed a particular section. My plan this year is to give an opportunity for students to come in for after school tutoring - or use the end of class if time permits - to complete their "homework" of viewing and completing questions verbally integrated within the video (a strategy to ensure they not only watch, but clearly concentrate on, the video). I am hoping students take advantage of this as they realize late work results in a 15% grade deduction. Please understand, I operate highly on a reward system, and do not promote punitive measures - but I have also found that if you create a level of standards - some requiring a little force, students rise to meet them. If students know they cannot view homework videos from home, they will need to plan to purposely work ahead in order to compensate.
My AP Chemistry teacher uses the flipped classroom model for our AP Chemistry class and this year the AP Biology class just changed their structure to a flipped classroom as well. From the student's perspective, I must say that I like this model because I find it more effective when learning than learning in the typical classroom setting with the teacher giving the lecture.
Our teacher, every night, posts on her homework calendar online for which videos to watch on YouTube. For chemistry homework we watch videos that go along with our textbook that another high school teacher somewhere out there made. These videos basically teach us the material and we take notes at home. Then in class our teacher provides worksheets so we can apply what we've learned from the tutorial videos. It is while we do the worksheets in class that we ask our teacher for help and clarification so we can better understand the material.
The worksheet questions are usually questions that are already online. I've always been able to find the same questions when I Google searched them. And I could get answers from multiple sources. So I guess my teacher never really created any original problems for herself, but she took questions from other worksheets online and compiled questions into one worksheet for us to do for classwork.
When it comes to accessing content, our teacher just refers us to websites like YouTube, Khan Academy, and Google. She always tells us we can look for help online. And she provided us a few links here and there.
I know that at my school there are teachers who use the flipped classroom model. I am currently in 12th grade and taking an AP Calculus class that requires classroom instruction every day in order to get through the material on the AP exam. However, being a senior in a class of other seniors, there are days when we are not able to attend class (field trips, senior skip days, snow days, etc). My teacher records herself teaching the lesson for the day and then posts it on YouTube for her students to watch on the days that we are not there. This proves very helpful because it is like having classroom instruction accessible whenever and wherever.
In answer to your questions, you can create your own, such as a Wiki page or blog, or you can use YouTube or other source like my teacher does. It all depends on you as a person, what your preferences are, and what fits your classroom/teaching needs.
Students can access the content in numerous different ways. For example, if you have a Wiki page/blog, students could create their own account and have access to it constantly. Or, like what my teacher does, you could create one account (our calculus class has its own Gmail account that is connected to YouTube) and have all the students in the class remember a password.