Technology Trends: Flipped Classroom

Throughout my graduate experience working towards furthering my own education while enhancing my professional practice through the meaningful integration of technology, I have learned about a number of concepts, skills, and methods for facilitating learning for students. I have implemented a number of newly acquired concepts into my own classroom already such as Google Docs, Game-Based Learning, and more. However, one technology trend that I plan to investigate further and implement into my own classroom is the concept called the Flipped Classroom. This idea is one that I have discussed and been introduced to previously in prior coursework. I think given the resources and support to make this idea work, it could prove to be quite effective for bolstering my own instruction while improving students' ability to learn as well.

What is a Flipped Classroom? A Flipped Classroom is a very intriguing concept that as its name suggests, flips the traditional classroom dynamic that has existed for many decades. Bill Tucker of Education Next explains the idea by stating "there is no one model, the core idea is to flip the common instructional approach: With teacher-created videos and interactive lessons, instruction that used to occur in class is now accessed at home, in advance of class. Class becomes the place to work through problems, advance concepts, and engage in collaborative learning. Most importantly, all aspects of instruction can be rethought to best maximize the scarcest learning resource—time" (2012). Basically, in essence, the setting for instruction and time spent practicing or modeling newly acquired skills and concepts are switched with one another. Rather than the teacher spending the time during a given class period to lecture or introduce new materials to students followed by assigning homework for students to practice on their own at home, it is the complete opposite. Technology is utilized in an effort to make a number of instructional videos and online resources so that students learn the introduced material at home and then are asked to work on the refinement of these skills in the classroom setting. 

Learn more about what exactly a Flipped Classroom is here.

While the Flipped Classroom instantly appeals to some, there can be a number of difficulties in actually putting this type of learning environment in place. For one, this type of learning model grants students access to teachers and content experts during the part of the learning process in which they need it most; the practicing stage. This allows students to direct their questions to teachers and educational professional for guidance when they struggle to achieve success mastering the skills and concepts rather than having students take part in the age old frustration of their parents through academic questioning. However, one of the most significant points of argument by detractors is that this model hinges on the student's access to technology and the resources needed to complete the instructional component. As we are all aware, not every student has a computer at home, or internet access, or is even technology proficient, which in itself may lead to struggles and gaps in instruction which impede the learning process. Seeing both sides of the argument, Mike Acedo, an educational professional of the Teach Thought organization outlines the pros and cons for teachers that follow this educational model

Pros

1. Students have more control

2. It promotes student-centered learning and collaboration

3. Lessons and content are more accessible (provided there is tech access)

4. Access = easier for parents to see what’s going on

5. It can be more efficient

Cons

1. It can create or exacerbate a digital divide

2. It relies on preparation and trust

3. There is significant work on the front-end

4. Not naturally a test-prep form of learning

5. Time in front of screens–instead of people and places–is increased (2018)

Speaking to the greater sense of control from students, the Flipped classroom gives students greater input over their own learning. Students can pause, review, re-watch, and make their way through content curriculum at a pace most aligned to their own learning abilities as opposed to them being required to meet the time constraints of a given class period and pace of the lesson. Flipping the classroom and giving time in the school setting to work through difficulties and concepts also promotes a more student-led and student-driven class as students are required to lead discussions based on their own needs which also promotes a greater level of discussion and collaboration both on a student-teacher and peer-to-peer level. Provided that the resources are available outside of school, this learning model also promotes greater accessibility and flexibility for students. With resources being available at all times online, students can take part in learning that accommodates their lifestyle and schedule and also allows for flexibility for illnesses or missed school time. The access to all learning materials also gives parents direct insight into the classroom which helps keep the informed and up to date on their student's education. A Flipped Classroom is also very efficient in terms of providing more time for students to practice their academics and is viewed by many as a better allocation of time. When it comes to some of the negatives associated with this setting, one of the biggest is that the digital divide can play a huge factor. That is, that especially in low-income settings, students won't have access to the technological resources needed to take part in the learning experiences. This dynamic also relies heavily on trust that students will actually take part in the required learning prior to class so that class time can be spent on practice rather than instruction. Many educators have also pointed to the significant amount of prep work required for this type of model from preparing students to creating the archive of videos and resources needed for student success. While some might argue that the ideal classroom does not "teach to a test" it is fair to note that assessments are commonplace in any school setting and crucial for establishing benchmarks for growth. The Flipped Classroom is not always designed to conform to a test-prep situation. In addition, one major concern of this trend is that it increases the time spent in front of a computer screen (with screen time already presenting a significant issue in modern society) while taking away from human interactions.

With a distribution of educators and experts in favor of this methodology and a fair share opposed, I tend to see the benefits that this model has to offer the world of education in a vastly technology driven world that we currently live in. I plan on attempting to implement this model into my own classroom and have plenty of ideas for its potential use. Most applications for this procedure that I have seen include implementation in a math class setting. However, teaching 8th grade Social Studies I believe that the Flipped Classroom would prove to be just as valuable in my content area as well. Often times the students in my class will do well with following history and the progression of events that have occurred. The area in which students typically struggle is when it comes to deeper analysis of events, not necessarily what has happened, but rather why, the motivation and reasoning of events, wars, movement, and why they are so important and impactful today. I feel that the best way to teach these ideas and develop student understanding is through more hands on application procedures and through meaningful collaboration and discussion. It becomes difficult to engage in such deep discussions when the time for completing both necessary elements; instruction and practice, is limited. I would improve this aspect of learning in my classroom by creating my own instructional videos outlining the concepts and materials covered in class. The unit PowerPoints would be provided to students highlighting the main components of the lesson, I would record my own lectures explaining the events, and also I would include access to historical documents and other relevant information for students to review on their own time. This procedure would free up more time in class to ask students higher-order questions to elicit the needed evidence of understanding for me as the teacher. I could ensure that students understand the meaning, motivation, and significance of events and historical concepts and standards while also providing the opportunity for struggling learners to ask questions and collaborate with their classmates to find solutions.

It is difficult to fully appreciate the benefits of any new venture without trying it for yourself and truly experiencing first-hand the benefits, the pitfalls, the rewards, and the challenges. I plan to do just that through the implementation and integration of technology into my educational practice as facilitated through the Flipped Classroom approach. Education is always changing, always adapting, and constantly in search of innovation to accommodate the vast array of unique learners present in the classroom, as teachers we must all do our part to further our own professional practice while looking for new creative ways to enhance the learning experience for all as we continue to grow and develop as educators.

For resources to aid in flipping your own classroom, look here.