Flipped Classroom

I like the simplicity of this video in the way it explains what Flipped Classroom are and its benefits:

Why I flipped my Classroom

Basically everything I know today about Flipped Classroom I learned it from this discussion forum and the research I did to participate in this forum. However, I really had in mind to start blended courses to teach French with the idea that the time in the classroom would be dedicated to practice only. As I mentioned in the forum, I have a Beginner 3 course that is dedicated to practice only. The way I organized this course is actually the principle of a flipped classroom. This course is meant to provide an opportunity to the students to practice what they have learned in Beg 1 and Beg 2 (because they do a lot of grammar during these two first courses and they don’t have enough time for practice). In the Beg 3, every week, I give them a list of what they have to review, a list of new vocabulary and a text or online conversations they can listen to. They have to come to the next course ready to be able to participate in conversations themselves and the course in class is dedicated to role play activity. So I guess, I can say now that I have been using the flipped classroom technique without knowin it.

I didn’t have any solution to solve the problem of the students coming to the course unprepared. Now I know that it is a good idea to give them some assignment. Although, I have been telling them to learn the new vocabulary and I use different CATs to test them every time. I also ask them to write a conversation if they want and I make sure I always correct it. It doesn’t seem to be enough though. I believe that, more than anything, what motivates students to come to class ready is not to have to feel embarassed when they have to work with other students in the classroom. Also, the idea of quizzes about the video that the learners have to use to learn at home is great.

Even though I have been more or less using this technique, I was not aware of all the benefits. I really believe that it can help learners to learn in a more efficient and effective way. Teachers can identify what was not learned or understood properly at an individual level.

I had never reflect on the fact that “in terms of Bloom’s revised taxonomy (2001), this [FC] means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor.”  (Brame, C. Flipping  the  Classroom)

I am not concerned about the fact that preparing a video will take more time. I think that, as intructors, we all try to prepare our courses as well as we can that will be part of it. I don’t quite understand why it has to be a video. I believe that there are other ways to prepare the course for students to study at home.

I don’t believe that this technique can be used with any students. It is not possible for anybody to study by himself/herself. Many reasons for that, the first one is not knowing how to study, not having the discipline (because we haven’t been taught), etc. It is even more important to teach our student how to learn and the different “stages” or kinds of FC are very interesting to keep in mind in order to help learners become independant learners (http://panopto.com/blog/7-unique-flipped-classroom-models-right/):

1. The standard inverted classroom: Students are assigned the “homework” of watching video lectures and reading any materials relevant to the next day’s class. During class time, students practice what they’ve learned through traditional schoolwork, with their teachers freed up for additional one-on-one time.

2. The Discussion-Oriented Flipped Classroom: Class time is then devoted to discussion and exploration of the subjec — this is useful in subjects where context matters, e.g. English and history

3. The Demonstration-Focused Flipped Classroom: Especially for those subjects that require students to remember and repeat activities exactly — think chemistry, physics, and just about every math class

4. The Faux-Flipped Classroom  (useful for early-stage learners) has those students watch lecture video in class — giving them the opportunity to review materials at their own pace, with the teacher able to move from student to student to offer whatever individual support each young learner needs.

5. The Group-Based Flipped Classroom –  The shift happens when students come to class, where they team up to work together on that day’s assignment.

6. The Virtual Flipped Classroom: No real class time. simply require students to attend office hours or other regularly scheduled time for brief one-on-one instruction based on that individual student’s needs.

7. Flipping The Teacher: Students too can make use of video to better demonstrate proficiency. Assign students to their record practice role-play activities to show competency, or ask each to film themselves presenting a new subject or skill as a means to “teach the teacher”.

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