Flipped Learning vs. Flipped Classroom

Day 24 Teachthought #ReflectiveTeacher topic: Which learning trend captures your attention the most, and why? (Mobile learning, project-based learning, game-based learning, etc.)

I have seen several educators just getting into flipping their class who mistakingly think that once they have made their presentations for learning at home, whether it is a video or some other medium, and their problem sets for class that their work is done. While having students get lecture information outside of class and do practice problems in class with teacher support is much better than the opposite, it only skims the surface of the potential of the flipped classroom. The driving force behind the flipped movement is better use of face to face time with students. The same homework problems that were being done at home being done in class isn't enough. While practicing skills still has its place and is necessary, we must create engaging activities to challenge students in class. Collaboration, peer tutoring, perseverance and problem solving must be promoted daily.

Great lesson planning will take you to the next level, but the real power of the flipped classroom reveals itself when the teacher is brave enough to relinquish control and give it to the learners. Probably the biggest benefit of the flipped classroom is the one on one time you get with the students. If you use that time to get to know the individual learning needs of each of your students, you can work together to develop a plan for their year of learning. If you have created problem sets, activities, and formative assessments for each of your learning goals, you can allow students to progress through these at their own pace. You will have to develop checklists to monitor each student's progress and have regular discussions about their pace. There will be some days where they move quickly and do extra for homework and others where they can't get anything done at home and struggle through class. This is all part of their growth as independent learners and should be supported. Checkpoints must be set up for each student so they know the minimum pace they have to maintain in order to cover all of the requirements put on us by the powers that be, but with the proper attention to each student, most will be ahead of the curve.

The final piece is the summative assessment. Students must be assigned grades for what they know and we must develop ways for them to accurately demonstrate their knowledge. The first part of this involves not letting them take a summative assessment until they have proven to you through your daily interactions that they are ready. Some have referred to this as mastery learning. This is where they must prove to you, through a method of your choice, that they understand each skill covered on the test. Once they have convinced you that they are ready, they must be provided with an opportunity to demonstrate mastery of the skills. The difficult part for most teachers is that students will be taking tests at different times and possibly even performing different tasks for the test. Some students may turn in an essay, others could take a written exam, while others may do a project to prove they have learned the skills. Many teachers find this difficult because students are doing different things for the same assignment. It is definitely a lot of work for the teacher to develop multiple measures to demonstrate understanding, but well worth it in the end.

Flipping a classroom is easy, just make some videos and use the same homework problems you have been for classroom practice. I bet you see better results and have more fun in class. If you really want to see all of your students reach their potential, try flipping control of their learning from your hands to theirs and watch them excel.