The Flipped Class as a Transition to Deep 21st Century LearningPosted by jbergmann on May 10, 2012 in Flipped Class
http://flipped-learning.com/?p=725#comment-537
The Progression:
1. Teacher Flips a lesson or a unit and find it to be successful
2. Teacher decides to flip the whole class
a. (At least at the upper grades. At the lower grades I don’t see
teachers flipping a class, but
rather, flipping selected lessons).
b.
Often this step takes an entire year as the teacher needs to focus in
on making the videos
—assuming they make all of their own videos.
3. Teacher realizes they have more time and begin to explore engaging
activities. This is where the magic of the flipped class happens. When
the teacher moves away from the stand and deliver approach and realize
there is more to learning than disseminating content.
Phil’s Response:
So
I’m at step 1 (or trying for step 2 for next year). Like all of the
blogs and Twitter feeds I’m getting, I’m feeling overwhelmed, but I’m
sure I am ready to take the first steps on the journey.
How sure, I
dropped one of my graduate classes this summer to have the time to
start recording videos for my students. Tomorrow I’m off to see about
getting my software and microphone ASAP, I’ve got work to do so my
students can learn, and not who, what, when, and where, but WHY? Why are
these facts important…today? How are they relevant in my students’
lives? How can I get them to figure it out on their own?
Wish me
luck, persistence and faith in this endeavor to make learning better and
more meaningful for those that count, my students.
That was my response to Josh, but it felt incomplete to me...my finished thought:
I’ve
used my Universal Reading Questions for several years now and it is
time to take them to a new level. Students always had trouble with the
last one, “Can you think of a similar situation from the past or the
present?” I plan to add: OR What is the relevance of something from the
reading to today’s world, to your life, or the lives of your friends or
family?’ I hope this will get them thinking and get them to make the
experience more meaningful. With a flip (and 1:1 next year) I can have
students research the background and make the connections themselves,
instead of me showing them to them. Next year, I hope to be the one
guiding them.
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