Gerstein includes several ideas about the ideas of the flipped
classroom including a model for the process, resources for those who
might want to try and perhaps most important to me, critiques of some
who are trying to “hijack” the idea.
model she includes of 1) experiences, 2) what, 3) so what, and 4) now
what is similar to the ideas of Universal Design for Learning (UDL) that
includes what, how, and why. She also notes in her slideshow
similarities to other models like: the Experiential Learning Cycle,
Experiential Learning, 4MAT, and models by Robert Gagne and David Kolb.
In her practice she correctly points out that the initial “experiences”
help engage students and provide a setting, the “what” becomes the
flipped lecture, “so what” would be the old homework (now done in class)
but using scaffolding to build to higher levels of understanding.
Finally the “now what” is where students demonstrate their
UDL resources mirror the ideas that Jackie has outlined in her post,
all of which are models to try and move away from the Industrial
Revolution model of one-way education to meet and address the needs and
learning styles of 21st Century learners. I have see other complaints
about Kahn Academy, and while this might be a part of the new education
process, it is important to note that it is only a part. Rowan and Bigum
(2012) note that technology can help change how education is done IF we
allow it to change how we teach rather than “domesticating” it to how
we already do things. She brings up and provides links to those who are
“attacking” Kahn, but as Gerstein, Utrecht, Bergman, Rowan & Bigum
and many others point out, the issue is more one of how Kahn is being
presented, for that matter flipped classrooms as well. Both represent
tools to use, not universal answers.
What new information, application, and/or issues did you discover?
already had problems with much of “fervor” over Kahn academy, partially
because there is little history, but mostly because of the procedural
methods of his videos. (And don’t get me started on the support of the
Gates Foundation). My wife is a mathematics professor and believes in
cognitively guided instruction where students tackle new problems based
on prior knowledge and present their answers. THEN the teacher presents
alternatives and provides explanation. This way students gain an
understanding of the concepts, not just memorize a procedure. Sadly many
students that are “good at math are often good at memorizing
procedures, conversely, those who are “bad at math” are really in need
of understanding because they don’t memorize procedures well. This same
idea is true in my area of social students; far too often it is “learn
the facts” without making the connections. What I was happy to see is
the number of people saying, wait; Kahn Academy is a tool to AID the
teacher, not something that can REPLACE the teacher.
How could you use the flipped classroom approach in your teaching?
is an idea I have been thinking about since last summer and with our
school going to a 1:1 laptop program for all students I plan to
implement the flipped model in my classes for next year. I had already
gotten away from much lecturing and the presentations I already have can
easily be adapted to this model. In my social studies classes I have
students read new materials and when they read they have to answer my
three Universal Reading Questions (URQs) and those become the basis for
most of the discussions in class. (See my URQs post)
With the laptops and new individual desks/tables I plan to have
students research additional materials for the things they find
interesting, and the questions they generate. That way instead of me
sharing (telling) facts they can explore and become creators of
knowledge and I can help guide them to connections and implication for
their world today.