For me, the question was about time. Time is a precious commodity in the classroom. Particularly in secondary classrooms, the teacher’s time with students in the classroom is limited to an hour a day or in a block classroom a couple of hours every other day. This presents a significant challenge to impart knowledge to the students while also support the higher cognitive levels of learning and application.
I wanted my students to be actively engaged and focus on higher order complex tasks, but it was hard to find the time. I found myself spending too much class time giving instructions, reviewing terms/homework, explaining, or modeling and did not have the time to get to the active learning or guided practice.
Maybe you have felt the same way. Or maybe you have a different question or concern. Some of my peers and I came up with common questions or problems that might entice you to think about trying the flipped classroom instructional approach.
Here are the Top 6 Questions:
- How can I get more time in class to do complex, creative tasks? Engaging projects? Debate or collaborative discussions?
- There must be a better way?!
- How can I get my students to actually DO their homework?
- Do I care more about my students’ success than they do?
- How do I get them to take ownership of their own learning?
- So many students are absent, how can catch them up without reteaching everyone?
All of those questions are important and can significantly affect the classroom. Yet the most important questions that Sams, Bergmann, and other experts in the field believe we should be asking is:
What is the best use of face to face time with my student in the classroom?
At the heart of the flipped learning model is the goal of using face-to-face time with students more effectively. The model utilizes technology to promote a learner-centered approach to content.
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