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Podcast Series: Innovations in Education

Explore the full series of eSchool News podcasts hosted by Kevin Hogan—created to keep you on the cutting edge of innovations in education.

10 things I learned flipping my classroom

In the spring of 2013, after attending several conferences and beginning research for my dissertation, I set out to flip some of the aspects of my classroom. The term “flipping your classroom,” coined by Jon Bergmann and Aaron Sams more than a decade ago, has become a flexible term used to describe a number of different teaching techniques for turning instruction on its head. After five years, three grade levels, hundreds of students, and a lot of trial and error, here are 10 takeaways from my experiences flipping my classroom.

1. The title is misleading
The concept of flipping the classroom originally referred to the time and place of homework versus direct instruction. Rather than watch a lecture in class and complete homework at home, students would watch a video lecture at home and do the “homework” in class. While that might be interesting for a while, it does not really change much. Students are still learning via direct instruction, still having to work outside of school on their own time, and still receiving virtually the same pedagogy. To me, and many others, flipping is more about flipping the focus of the classroom from the teacher to the student. Once that has become your primary objective, everything else can follow.

2. Question everything
Schools hold many things sacrosanct—whether they’re mandated by districts or just a part of the student-and-teacher expectation. When I committed to flipping, I realized that it would only work if I were prepared to question everything. Things like late policies (“If it’s not in by Tuesday, it’s a zero”) and homework, and even traditional planning, all had to be brought into question. Students needed the flexibility to redo assignments if needed, turn in work a day or two late if life got in the way, and even have the option to work ahead or design their own projects.…Read More

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Flipping the classroom when home access is a problem

A lack of reliable internet access at home can make flipping a challenge, but by no means an impossibility

Ed. note: Jess Peterson will co-present a related session, “Flipping the Classroom in Low-Socioeconomic Schools,” at this year’s FETC conference in Orlando, on Friday Jan. 15.

Ask any educator, and they’ve probably at least heard of flipping the classroom. There are articles for days about the benefits and rewards to be reaped from flipping. Plenty of teachers have given it a go, or at least considered it. Too many teachers have ruled it out on account of their students’ lack of access.

It’s true that our students come from all walks of life. We see the ones with the new Jordans or the latest iPhone, and their peers wearing the old hand-me-down sweater. All of them are our future. All of them are entitled to the best education possible. Only some of them are equipped with the means to achieve their fullest potential.…Read More

What to consider when flipping the K-12 classroom

Flipped learning is not without its challenges–most notably, access to devices and the internet.

Flipping the classroom is one of the top trends in school reform, with more and more teachers trying the approach in an attempt to boost student engagement and achievement.

The concept is simple: Teachers create or find online short videos that explain a lesson or concept, and students watch the videos at home. Students then come to class the next day prepared to complete “homework” during class time.

Supporters say the flipped classroom model works because students aren’t struggling to finish assignments at home without the help of a teacher should problems or confusion arise. Teachers are able to spend less time lecturing and more time helping students.…Read More

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Four steps to flipping the classroom

Flipping the classroom can have a dramatic impact, with the right steps.

The flipped classroom, in which students watch a video explaining a particular lesson or topic at home and then come to school prepared to complete assignments related to that lesson or discuss the topic in class, is gaining ground. But how, exactly, can educators go about flipping the classroom?

Merely taking a lesson and flipping it won’t ensure success, said Shannon Holden, a middle and high school teacher and administrator in North Dakota, Texas, and Missouri for 20 years. Holden also is an adjunct instructor at Lindenwood University and Missouri State University, as well as an online instructor at the University of North Dakota and the University of the Pacific.

During an edWeb webinar, Holden outlined four basic steps that educators can take to ensure that their flipped classroom experiments are successful and resonate with students.…Read More

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