Journal #3: Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning.(NETS 2 and 3)
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning and leading with Technology, 39(8), 12-14. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Upside_Down_and_Inside_Out.aspx
This article outlines a new idea of a “flipped” classroom and discusses
some of the ways it has worked well and some of the problems that
teachers, students and parents have encountered in it’s early stages.
Math teachers at Byron High School in Minnesota adopted this alternative
way to present curriculum without the need for expensive textbooks.
The idea is that teachers in each subject area work together to create
videos for students to watch at home and reserve class time for
collaborative practice on problems. It has proved to be very successful so
far for the teachers at Byron High School who have adopted it. They have seen increases of
5-10% in proficiencies in different math classes at their school. This
is promising and has inspired other teachers in other areas of the
school to also use this approach.
Q1: Do I see this “flipped classroom” idea working in my own math class as a teacher?
I can definitely see myself using this technique in my own classroom in
the future. Although I do not necessarily see myself using it as the
sole method of instruction, I see the benefit in using this approach
sometimes, when I think that the students could use more time, help and
collaboration in class to work problems rather than listening to a
lecture during class and practicing problems at home. I love that this
provides an interactive class dynamic, not only between the students and
teacher, but also between students.
Q2: What do I see being the strengths and weaknesses of this approach from my point of view as a former student in math classes?
When I was in high school, I was part of a peer tutoring program in
which I helped fellow students. Through this I saw the benefit of peer
collaboration and I think that is one of the main strengths of this
idea. Allowing students to collaborate and work together in class with
teacher facilitation seems like a great way to ensure that students
learn to work together, while also benefiting from teacher instruction
at home. The main concern that I do see, which was addressed in the
article, is that not everyone has a computer at home. I think this could
be something that could be solved by the collaboration that happens in
class. As a teacher, I can suggest that, if possible, students can watch
the lesson videos together, encouraging students who have access to a
computer at home to allow others to watch with them. Otherwise, I would
make sure that school computers or public library computers would be
available to view the lessons.