EDUC 638: Flipped Classrooms

In this week's discussion, I chose Option #5 to discuss the concept of a flipped classroom. Within this teaching technique, instructors create lectures and other accessible media and require the students to watch the content of the lesson at home, allowing class time to be designated for more collaborative and hands-on exercises (Tucker, 2012). Flipping instruction does not mean that an instructor puts a class totally on line, it just means that the bulk of the content needing to be covered within lecture can take place outside of the classroom, and then more meaningful learning can occur within the classroom. Instructors who flip their classes can ensure that they are connecting with their students simply by seeing them in class. Tucker (2012) indicated that an instructor can have more one-on-one time with each individual student when flipped classrooms are designed correctly. Some of the pros for flipping instruction, include: more time for struggling students, more hands-on and personal instruction with every student, opportunities to increase value of a program or school (Tucker, 2012), allowing students who are absent a chance to catch up on material, students can “move at their own pace”, and forcing teachers to revise their current teaching styles and consider other avenues (Hertz, 2012). The cons include the unavailability of some student to use the internet while away from school to access the lectures, adding more time to homework at night for students (Hertz, 2012), monitoring the actual student participation in watching the online lectures and material, and the challenge of engaging students and differentiating instruction to suit various learning styles (The Sharpener, 2015). So how exactly do parent teacher conferences or faculty meetings get flipped? Well, just like the concept for students, but perhaps without the video. Materials are supplied ahead of time for faculty or parents to view before an actual meeting occurs. This allows the participants of the meeting to be better prepared so the meeting can be more meaningful (DeWitt, 2013). A pro to these meeting are that participants know what to expect. For example, DeWitt (2013) indicates that if parents have material before hand to consider, they are not being surprised by their child's behavior or grades since they have already been informed. It is very obvious that the pros seem to outweigh the cons in regards to flipped classrooms, parent conferences, and faculty meetings. The main thought in this concept of flipping these situations is preparation. Allowing the student, the parent, and even the teacher means to be prepared only helps everyone in the long run. Many times in the Bible, we as Christians are encouraged to be prepared. In fact, being prepared is one of the main concepts of the Christian faith. Jesus encouraged us to be prepared for our adversaries when they come against us (1 Peter 3:15), to be prepared for life in general (Proverbs 6:6-8), and being prepared for His return (John 14:3; Matthew 24:44). Finally, balance in flipped situations is important so as not to completely try to take the human element out of these scenarios. Preparing individuals for what is to come is very different than just throwing out information and hoping they understand it. Balance needs to be achieved by the careful, intentional design of a flipped situation for the purpose of more hands-on learning environment.

References:

DeWitt, P. (2013, December 6). Flipping parent conferences? Retrieved June 18, 2015 from

     http://blogs.edweek.org/edweek/finding_common_ground/2013/12/flipping_parent_conferences

     .html

E,K. (2015, February 3). Pros and cons: The flipped classroom. Retrieved June 18, 2015 from

     http://blog.sharpschool.com/21st-century-learning/pros-and-the-cons-of-the-flipped-classroom/

Hertz, M. (2012, July 1). The flipped classroom: Pros and cons. Retrieved June 18, 2015 from

     http://www.edutopia.org/ blog/flipped-classroom-pro-and-con-mary-beth-hertz

Tucker, B. (2012). The flipped classroom. Education Next, 12(1). Retrieved June 18, 2015 from

     http://eduationnext.org/the-flipped-classroom/