The ideal classroom, the one every teacher dreams of, is
full of engaged students that are not only learning to be able to succeed in class,
but are truly mastering the content and applying their knowledge to real world
situations. For many, the flipped classroom is helping make this ideal a
reality. Flipping a classroom is much more than creating videos of boring
lectures for students to watch for homework. It is also great teachers
evaluating their curriculum, assignments and assessments to ensure that they
are meeting the not only the standards and the class objectives, but the
life skills necessary for students to succeed in the 21st century. An
effective flipped classroom requires the teacher as well as the student to approach
education in a new way: not just finishing the required curriculum, but having
students understand the material and be able to apply it. After all, isn’t that
what education is supposed to do?
Creating a flipped classroom is one of the hardest things a
teacher will ever do. I believe the key is to set attainable, measurable classroom
objectives for each unit. These must be the driving force behind the creation
of lectures, assignments and assessments. When classwork and activities are
effective, classroom management becomes easier because students understand the
reason behind the work. When small assignments lead to a larger project
applying the knowledge, it is much easier to get student buy-in. Assessments
should vary and students should be given choices when completing assessments
when possible. Students will go the extra mile when they are interested in the
topic. Isn’t is better for a student to do a presentation about video games in
Spain and do a fantastic job than for a student to do yet another report about bullfighting
in Madrid that is terrible because they don’t have any interest in the topic? It
isn’t always possible to give students wide varieties of choices, but teachers
should work to make it more of an option. The results can be surprising! Teachers
can use Project Based Learning (PBL) to encourage students to incorporate their
knowledge from a unit, show the real world application of what they had
learned, and use 21st century skills such as collaboration and correct
utilization of technology.
Classroom management in a flip requires teachers(and
administrators) to be willing to change their entire perception of classroom
management. Students are almost always talking – about the assignment. They are
working together to read, figure out vocabulary and trying to decipher
listening selections. True, it is not always in the target language, but it is
about my class. There are at least 3 groups and 3 or four individuals working
together at any given time, so the class can look chaotic to a passerby. It is
important to explain this part to administration so that they will be more
understanding should they pop in. The class is often louder than the average
class because students are: playing games, presenting projects, working on
skits, and getting excited about their accomplishments. Being able to sit down
during a class period is something that almost never happens. There are always
groups that need help, work that needs to be checked, and questions that need
to be answered. Teachers work harder during a class period than in the
traditional classroom. However, the reward is that no class is ever the same;
the students are not only learning, but often excited about their
accomplishments as well.
There are many opponents to the flipped classroom, and some
of them do raise valid arguments. Yes, it is hard to implement this style when
students don’t have access to technology at home. Yes, it is hard when there is
little or no dependable technology in your classroom. Yes, there are still
students that will not do their homework. However, I have found that the same
solutions to the traditional class issues work in the flipped class. If you
need access to a computer, go to the library. With the program I use to create the videos, I can even make DVDs of the videos. If that fails, there is always the textbook! If the technology in the
classroom is awful, or non-existent, look for donations. If your students didn’t
do their homework, they miss out on things that happen in class because they
need to catch up. The bottom line is, and I think we all agree on this, SCHOOL
IS NOT WORKING as it stands today. The flipped classroom is not a panacea for all
the problems in education. However, teachers that are taking the risks and
working hard with the flipped classroom trying to find a way to make education
what it should be, are much more likely to find the solution than the naysayers
that stand on the sidelines and do nothing to improve the educational system. The flipped classroom creates an
environment that enables students to take responsibility for their own
learning, and helps teachers recognize gaps in student learning and I believe it
is a huge step in the right direction.
I was so excited to stumble on your blog! I am also a Spanish teacher working on flipping her classroom. I'm in the planning stages at this point and putting together my materials for next year (although I'd like to try it for the final 5 week review period). This is great!!!
ReplyDeleteIt has been a really great experience. I have learned so much from this first year, and I know that next year will be even better. Keep me updated on your progress, and feel free to email me with questions or ideas! We only have 5 weeks left in school, but my contact info has a year round address too.
ReplyDeleteThanks for posting! Have you thought about the flipped conference in Chicago? The one last year was so beneficial!
Heather
I'm a French teacher who is also working on flipping my classroom. I'm hoping to try out a mini-unit before the end of the year. I'm so happy I stumbled upon your blog! I'm excited to see how this works!
ReplyDeleteI would love to hear how your flip goes. I am thinking over some changes for next year to make things even better, and love new ideas from other foreign language flippers!
ReplyDeleteHeather