There are many advantages to the flipped classroom, including allowing more one-on-one interaction with the teacher, and more focused short lessons (McCammon, 2015). I also believe that having a video in front of you increases the engagement because it is hard to ignore something you are attached to. I have noticed that in the past when I have shown a video to the whole class, many of the class is not engaged, but when I upload them to our LMS, (allowing students to watch on their own device) almost all the students are watching the video.
I have transitioned my classes to have flipped learning as an option. My lecture is not necessarily longer or shorter it depends on the lesson and the specific class. Sometimes my videos are longer because I had added additional content or review concepts. But I imagine professor’s online videos would be much shorter than in-class teacher lecture. Even though we are adults, it is difficult to watch a person talk for over an hour, so the flipped classroom seems like an ideal option for college. I took an online course in college, which was uncommon many years ago. But I enjoyed it because I could watch it when I could pay attention, and re-watch parts of the video, that I didn’t understand.
Walk and talk is a good strategy because it activates parts of the brain, increasing creativity and productivity. When working with students this is another reason why hands-on activities are so effective, because getting them moving, generates brain activity which increases retention. All types of PL needs to be modeled, to be effective. If a teacher leaves the session with more questions than answers, it will be unlikely that they will implement the new teaching method. The PL session showed what an actual classroom would look like for the students. This visualization is more powerful than just reading slides to obtain the understanding of flipped learning. Another impactful strategy is having discussions and sharing how each individual teacher would be able to use this strategy in their own class, which makes this relevant to their specific class.
The fundamentals that Peter Gray discusses are logical and essential (Gray, 2015). When the responsibility of education is taken off an adult and placed onto the child, the student has the opportunity to take ownership. When students have ownership over their education, they are more willing to work harder. If students viewed education as an opportunity instead of a burden, they would be engaged, excited, and active. Unfortunately, most students view education as learning forced upon them, and when you are forced into something, this can lead to frustration and lack of motivation. The only fundamental we have little control over is free age mixing. This is only happening with special programs, such as PALS. It definitely is a missed opportunity in education because young children can learn so much from older peers and vice versa. I hadn’t really thought about the stable moral community until this year. Our principal has been providing curriculum for our students to learn about morals, character, and empathy. And the department heads are involved in a book study discussing how we teach empathy for our students. The community culture can make a huge impact on student’s behavior and success.
ReferencesGray, P. (2015). Camp Stomping Ground. Retrieved from Self-directed learning fundamentals: https://www.youtube.com/watch?v=YoE480mzrk0&feature=youtu.be
McCammon, L. (2015). www.lodgemccammon.com. Retrieved from Modeling-based (flipped) professional development at Rutgers University: https://www.youtube.com/watch?v=PBAmcveOnIM&feature=youtu.be