This video explains the flipped classroom and why it is being adopted by teachers. It illustrates problems many teachers experience in the traditional format and how the flipped classroom can help solve them by considering the most effective use of both class time and homework. It teaches:
- Why learning and practicing are essential parts of the education process
- How the flipped classroom is changing how we think about learning and practice
- How the flipped classroom impacts teachers and students
- What many teachers will need to flip their classrooms
- Why the flipped classroom may not be best for every student and situation
Most students know the difference between learning and practicing. Learning might mean listening to a lecture while practicing is solving problems based on that lesson.
Traditionally, class time is used to learn materials and how to solve problems. Then, for homework, the students focus on practicing and turn in homework the next day.
Today, a concept called the flipped classroom is changing this by flipping the traditional approach. Here, students learn the material at home and then use classroom time to work through problems. This way, when a student needs more guidance, the teacher is available to help.
Consider how it worked for Juanita. Her 12th grade math class was starting to learn calculus in the traditional way. She spent most of each class lecturing and teaching her students the basic theories of calculus. Then, they completed practice problems as homework.
This approach had obvious problems: the students would become bored in class lectures and tune out. Then, at home, they would get stuck and become frustrated, resulting in incomplete homework.
Recently she tried a flipped classroom instead. Here, she assigned students a different kind of homework; not problems to solve, but concepts and ideas to understand. This way, her students were in control of their learning. They could read materials, watch videos and participate in online discussions on their own time and choice of devices.
To help, Juanita learned how to record videos and lectures that students could watch at home. Then, the next day in the classroom, time was used for solving real problems. Juanita could be there when the students needed her help.
They could apply what they learned at home to problems and group activities in the classroom.
Using the flipped classroom, Juanita’s students were more engaged in class and less frustrated because she was there to be a guide.
She knows the flipped classroom is not perfect. Not every student has devices and connections they need for learning at home. For others, distractions at home may make self-directed learning difficult.
But overall, Juanita’s experience has been like many other teachers:the flipped classroom can offer a different approach that serves to optimize the time she has with students.
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