Jonathan: I have a student who is a competitive gymnast and travels to state competitions. When she goes home, she misses most of the classes in her class. If she had an upside-down science classroom, she wouldn’t miss any science content.
Over the course of the semester, we encountered varying levels of commitment to planned activities. During the week of water chemistry, a strong focus on abstract scientific concepts such as the depletion of the ozone layer and the greenhouse effect seemed to hinder student engagement. Predictably, we have not moved to a more active learning strategy in recent weeks.
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Students Deal – Flipped Classroo
The concepts of the videos, additions, online modules and reading will be deepened at the beginning of the lesson under the guidance of the teacher and with questions. Students deal with the topsy-turvy content while attending second grade. Check in to understand student progress, activity plans, and guidance and support.
There are many tools teachers can use to cope with classrooms that are tilted. We have listed some tools that we think will be useful if you decide to include Flipped Learning in your lessons.
I can tell them to make an upside-down video that they can add to the video library to use in the classroom for the next few years. I can also tell them, for example, how to make short screencasts to teach them the core concepts they are currently learning.
Flipped Classroom allows parents to help their children watch the videos. I have received very positive feedback from parents. Some of them thought I would stop teaching, but it took a little while to dispel that notion when they started to see me working one-on-one with their children with my methods.
Since our introduction to the reversed model, our role has changed, and we spend most of the class walking around helping the students who are struggling the most. We believe that this is the most important reason why students succeed in this model. That’s not to say we ignore our best students.
At best, tilted classrooms offer students the benefits of greater control over their learning. In many ways, this makes perfect sense. Flipped learning, personalized learning, and gasification dominate most of the press, but they are not practiced nearly as often as you might think. They require more time and resources than many others.
I think we have enough data on flipped learning at this point to ask whether the design principles that lead to flipped learning and the materials and course design work best for most students. But we need longitudinal studies, so I don’t know.
Firstly, the retention and transfer of knowledge by students into professional practice is worthy of scrutiny. Second, future research should examine the differences between tilted classrooms and knowledge that requires different cognitive levels.
Third, future research should use altered attitudes as moderators to examine the effects of upside-down classrooms on knowledge acquisition.
You may think that turning the pages of your classroom frees you from being a good teacher. You might think it creates a 21st-century classroom. You might think you are up to date. But flipping is not just about using the latest technology. Pedagogy should be driven by technology, never vice versa.
Flipped Classroom Learning
Separating facts from fiction is difficult, especially when it comes to education. The more famous, the more misinformation there is about flipped classrooms and Julia Roberts teaching methods.
It’s nothing for brand new teachers who have never turned a class upside down, but this article will clear up some myths around upturned classrooms for you. The first fear teachers experience with upturned classrooms is that it’s over.
If that’s a myth that gets under your skin, it’s this one. Educational technology often encounters fear and concern, but no reason to be afraid. The idea of the upside-down classroom has been around since the 1990s, and it is still growing in popularity.
If you’ve turned your classroom upside down, I bet you’re in the minority and not the only teacher at your school doing this. When you turn the pages of your class, you are a minority educator. As a kid, you might have been the odd teacher walking around the hall recording yourself while the kids were watching it on YouTube.
For me, the most frustrating part is students who have a negative view of inverted learning when they acknowledge the above advantages. In other words, when they see the benefits and agree that it is a benefit, they want to return to traditional lectures.
If students have a negative view of reversed learning and what it is and how it is introduced, they will stick to this negative view throughout the course.
The flip side of reverse learning is that it relies on technology, and students need access to the Internet to learn at home. This makes the digital divide between affluent students and their poorer peers more obvious, as students without access to technology will struggle.
I tell the students to use the school’s computer lab after school to watch videos. This is a difficult sell, because when everyone starts turning the pages of their classrooms, students will end up sitting in front of a screen for hours every night while watching videos.
So I explain that we only have 27 computers for the whole school and that an afternoon programmer has to be set up. Our students do not have access to the necessary model to work. Then I explain that there are only three computers available and that 30 minutes is the limit for each user in flipped classroom.