A
flipped classroom is a new innovative method to promote learning in and outside
of the classroom. A flipped classroom also incorporates technology and all of
the social aspects that have grown in the past five years that children use on
a daily basis. Flipping the classroom simply changes the way students learn;
from a very different instructional practice that takes place at home to a more
collaborative and engaging classroom environment when the students are in
class.
Of
course there are pros and cons to every practice, policy and procedure in any
organization. With flipped classrooms, teachers need to encourage it as an “all
in” method to learning or children will be turned off. Traditional methods of instruction
with lectures are out; however, students and families may still feel more
comfortable in this particular learning environment. The pros are that students
are able to work in their own learning environments at their own pace. If they
need instruction repeated, all they have to do is rewatch or redo a particular
module. This encourages critical thinking, along with rethinking and even
redoing. A con to a flipped classroom is that not every student has access to a
piece of technology. To overcome this challenge, teachers need to know what
students have access and what students do not have access to a computer or
particular source of technology. Teachers can designate specific times, before
and after school for students without technology access to complete their
assignments. In this case, these students cannot always take their time
learning at their own pace, unless it is, of course, after school hours.
Staker and Horn (2012) write, “The
Flipped-Classroom model accords with the idea
that blended learning includes some
element of student control over time, place, path, and/or pace because the model allows students to choose the location where
they receive content and
instruction online and to control the pace at which they move through the online
elements” (p. 11).
(Example: At Stillwater Area Public Schools along the St.
Croix River in Minnesota,
students in grades 4–6 math classes use Internet-connected devices
after school at the location of their choice to watch 10- to 15-minute asynchronous
instruction videos and complete comprehension questions on
Moodle.
At school they practice and apply their learning with a face-to-face teacher.)
(Staker and Horn, 2012, p. 11).
In regards to parents and stakeholders, teachers need to keep
constant, clear open- communication to ensure best possible student outcomes
where everyone is on board and supportive. Schools that encourage the flipped
classroom need to implement effective teacher professional development related
to flipped classrooms and maintaining parental involvement throughout the
entire process. School administrators must keep their teachers accountable for
maintaining effective flipped classroom practices, as well as open, clear
communications with parents.
School administrators must ensure their roles in observing
students, evaluating teachers, and mandating staff meetings that keep teachers
in the loop and on top of best practices related to flipped classrooms. Staff
needs to communicate their pros and cons with the flipped classroom method of
instruction, and the school needs to continually revisit and adapt or change
their flipped classroom practices. Essentially, balance is needed with any
instructional practice. The mind gets used to the same old method and students
become bored; therefore, teachers have to constantly reflect on their own
instructional practices, making changes that will ensure students intuition and
drive to learn and grow.
Reference:
Staker,
H., & Horn, M. B. (2012). Classifying k-12 blended learning. Innosight
Institute.
