Teachers turn learning upside down


“One thing that I have learned is that students really resent ‘busy work’ now. If an assignment doesn’t directly lead to them understanding one of our unit objectives, it becomes obvious very quickly,” he said.

Yoos also warns that this style of learning is not for those looking for a quick fix:

“My greatest challenge is time. It does take time to set this up and build in the flexibility to meet the students’ needs. Unfortunately, there isn’t a lot of compensation for extra hours invested, but for me, the investment in our future is worth it.”

His advice to other teachers and schools looking to implement this learning is to “start slow—one or two vodcasts a month is plenty to whet your students’ appetites. Build libraries collaboratively, and don’t be afraid to make a mistake. It is through experimentation and modification that we hone our art of teaching.”

Currently, Yoos believes this system works the best for classes that need students to be able to access information for remediation. Math and language classes at Bellingham already have started to use inverted learning for these purposes.

“I feel that the typical factory method of education is on its way out. It has to [be],” concluded Spencer. “While it is convenient, it doesn’t produce the kinds of 21st-century skills necessary for kids to flourish after high school.”

However, Spencer does acknowledge that there are all kinds of teaching and learning methods that can be used to hold students accountable for their own learning, and learning at their own pace, besides “inverted” learning.

“I’d love to hear what others are doing, so please let me know!” he said.

Links:

Michigan Center SD

Bellingham HS

Meris Stansbury

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