Since the main goal of the flipped learning model is to more effectively use face-to-face time with students, there are many models that can help achieve that goal.
The flipped model does not need to be strictly used for outside of the classroom or used as a pre-teaching method though that may be beneficial for some content. Instead, flipped learning allows the instruction to be available when the learner or teacher identifies it as a need.
Flipped the Homework: Knowledge acquisition at home---Practice/Application in the class
A traditional approach or strict definition of the flipped classroom is that students watch video lectures or instruction for homework and then practice or apply the concepts in the classroom. This may be a great approach for you, if you teach a subject that has a lot of content and information that students need to know before applying or practicing.
- Assign a video, slides, or even reading (or a combination of those) students for homework.
- Students watch and take notes, ask questions, or do a simple task that reveals they watched the video.
- Students “turn in/show” the teacher they have completed the task at the beginning of class.
- The teacher does an activity to start class.
- Do a warm-up (Poll, Google Form questions, student discussion, students ask questions they have from the video, game)
- Students who did not watch the video start watching the video
- Students begin active learning
- Practice with the problems
- Socratic Seminar
- Projects
- Research
- Group poster
- *This could be a long list. You get the idea.
My Flipped Lesson on Integrating Quotes into Writing
One way I have tried it this approach is to have students watch a video on how to blend or integrate quotes with their writing. When they came to class I checked to see who watched the video using a video interactive website (I will save that explanation for another post). Those students that watched the video did a warm-up sentence, the students who did not watch the video started class with that. After we reviewed the practice and the students began working on integrating the quotes into their writing. I was then able to answer questions as students had them, guide students when needed, and correct misconceptions immediately. The majority of class time was spent on the student working and practicing the skill.
Old way: I spent twenty minutes explaining the rules of integrating quotes with writing. Then modeling and spending a few minutes answering questions. Students would begin working...the bell would ring way too soon, and off to the next class they went. They would finish integrating the quotes in their writing at home. The majority of class time was spent on explaining, modeling, and answering questions.
Flip the Classroom or Project: Direct instruction through video/slides--Small groups or one-on-one instruction with the teacher
This might work well if there is a need to work help teach students a process or differentiate instruction. Project-based learning could also possibly benefit from this model when certain skills/knowledge is needed. The key for this approach is to flip the direct instruction from whole class to independent or group work to allow more one-on-one or small group instruction.
- Assign a video, slides, or even reading for students to complete independently, partners, or groups.
- Students watch and take notes, ask questions, or do a simple task that reveals they watched the video.
- The teacher can pull students individually or in small groups
- Teach or model more complex task>
- Differentiate instruction based on needs
- One-on-one writing conferences
- Check progress on a project
- At the end of class, end with an engaging closure, activity, or questions from the students.
My Flipped Unit for a Career Project
Last year, during our 8th grade class career project, another teacher and I flipped the entire unit. Sometimes the videos were homework, but often they were during class. Having the instruction for each step of the project on video, allowed students to work at their own pace. I was able to work and conference with students on the project continually. I was able to identify and help students who needed extra support immediately.
Not one way
There are many adaptations and variations beyond the above two models. Most importantly if you are going to try to flip a lesson, unit, or class it should use face-to-face time with students differently. These models can foster a student-centered approach and active learning strategies such as collaboration, discussion, problem-solving, and hands-on learning.
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