You’ve Been Flipped!

You’ve Been Flipped!!!

The Flipped Classroom offers a great use of technology – the goal is to get the lecture out of the classrooms and into the hands and control of the learners. It is an essential part of a larger picture of teaching and learning. Are you intrigued? Great, please keep reading…

The following videos explain flip teaching and allow you as the learner to be flipped!

(please excuse and disregard any advertisements or selling propaganda) Hit Control and Click!

The following is a background of how flipped teaching began in Colorado.

How the Flipped Classroom was Born
In 2004, at Woodland Park High School in Woodland Park, Colorado, flip teaching came alive. Jon came from Denver and Aaron from Southern California. They were both Chemistry teachers of over 950 students. Both teachers had similar philosophies of education. To make their lives easier, they began planning Chemistry lessons together. Aaron would set up one lab and Jon the next. Aaron would write the first test and Jon the next.

One of the problems they noticed in a rural setting is that many students miss a lot of school due to sports and activities. Students spent an inordinate amount of time on buses traveling to and from events. Thus, students missed classes and struggled to stay caught up. And then one day it happened. Aaron was thumbing through a technology magazine and showed Jon an article about some software that would record a PowerPoint slide-show including voice and any annotations, and then it converted the recording into a video file that could be easily distributed online. As they discussed the potential of such software they realized this path may be a way for students who missed class to not miss out on learning. So in the spring of 2007, they began to record live lessons using screen capture software. They posted lectures online so students could access them, in other words the use of YouTube and online video.

Flipping Increases Student Interaction

One of the greatest benefits of flipping is that overall interaction increases: Teacher to student and student to student. Since the role of the teacher has changed from presenter of content to learning coach, you spend time talking to kids. You will be answering questions, working with small groups, and guiding the learning of each student individually. When students are working on an assignment and you notice a group of students who are struggling with the same thing, you can automatically organize the students into a tutorial group. You can conduct mini-lectures with groups of students who are struggling with the same content, or the “just in time” instruction when the students are ready for learning.

Since the role of the teacher has changed, to more of a tutor than a deliverer of content, you’ll have the privilege of observing students interact with each other. As you travel around the class, you will notice the students developing their own collaborative groups. Students are helping each other learn instead of relying on the teacher as the sole disseminator of knowledge. The goal is to create a culture of learning, instead of striving for the completion of assignments or busy work. You will be the guide in their learning instead of being just a teacher in front.


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