A flipped classroom sounds like the perfect learning model when you listen to the theory behind it. Not only does it individualise learning, it is a direct response to technology integration and the changing learning environment. It is clear that teachers must shift their approach from an instructor who delivers knowledge to one that acts as a coach and a facilitator due to the fact the content is so easily accessed by anyone.
However, this is when I take pause and consider the limitation of this model:
- video lessons take time and technological knowledge to create
- lessons must be carefully tailored to the follow-up activity in class to ensure consolidation of learning
- students must be individually responsible and motivated to watch the videos and if they don’t do that, they miss that instructional content and may not be able to engage in the next lesson
- this model may not reach student learning styles
- lecture is a limited model for learning transfer (according to Eric Mazur)
![Eric Mazur: Flipped Classroom and Online Instruction]()
Eric Mazur: Flipped Classroom and Online Instruction
- parents need to be educated – a paradigm shift must occur for parents to understand the ‘new’ role of teachers in learning. In fact, all stakeholders must understanding their role and support the flipped classroom.
Click here to view the embedded video.
Kim Cofino’s list provides a concise list of considerations to creating a flipped classroom that works and resonates with students:
- videos should be no longer than 10 minutes
- videos should be natural and include the normal mistakes that teachers would make when speaking in front of a class
- videos should reflect the teacher’s personality
Currently, in my high school physical education and health classes I occasionally use the flipped approach to reinforce concepts and instruction so students can revisit the concepts before a summative evaluation. I have created a few instructional Quicktime screencasts and used the app Show Me to create videos on heart rate calculations. I have also posted written documents and videos (created by other sources) for students to review and summarise content that I verbally delivered in a gym setting for those students who need that to solidify their learning. My goal is to continue to create more of my own videos and screencasts but this, of course, takes time and careful planning to ensure chunks of learning are focused, effective and delivered in a natural and engaging manner. Using the Clintondale High School model of asking teachers to create 3, 5-7 minute videos per week and plan interactive activities and labs based on this learning may be a concrete path I should consider implementing to improve my own practice.
Successful flipped classrooms should be designed carefully and deliberately. In order for it to work, the context for the learning needs to be appropriate and the students must be personally motivated and engaged. When all aspects of this model are in place, I think it can be powerful but realistically this may not work for all learners. I will continue to use a balanced approach. This strategy will use
the principles of flipped learning to reinforce key concepts or explore topics on a deeper level combined with the traditional classrooms where teachers and students interact and discuss ideas.
“Good teaching cannot be reduced to one technique; good teaching comes from the identity and integrity of the teacher.” Ramsey Musullam
Incorporating a variety of pedalogical approaches and differentiating your classroom instruction will help make my classroom dynamic and effective. Flipped instruction is one but not the only means to ensure students are learning in a meaningful way.