"FLIPPED" Classroom Is All About The Relationships

“FLIPPED” Classroom Is All About The Relationships

Most educators who consider flipping develop angst beginning with the fear of making videos. The concerns typically center on the time necessary to make the videos, the technological skills to produce the videos or the where with all to put voice and/or face on public display.  And of course there is the option to use the million or so videos that are already available through, YouTube, Vimeo, Teacher Tube, etc… But I shout from the highest blog post, IT IS NOT ABOUT THE VIDEO!!!

 While videos do play a roll in most “Flipped” classrooms, the videos are simply a tool that can be employed for delivery of content.  Articles, documentaries, textbooks, websites are also valuable tools to disseminate content.

The success of any classroom but specially a “Flipped” classroom is in the building of relationships.  There are three primary relationships that are central to the success of the flipped classroom.  These are, in no particular order: Student to Subject, Student to Student and Student to Teacher.

The Student to Subject Relationship.

Just because I now flip my class, I still get the occasional, “When am I going to use this in real life?” response from a student. However, this has diminished significantly as a result of focusing my classroom on three key aspects, a more inquiry based hands on approach, more peer teaching and learning and more exposure to the subject matter in the real world.  Each of these aspects have immersed students in the material in a way that they see greater value in the subject. 

Students who experience learning and are encouraged seek answers to their own questions are very seldom bored with the subject.  They find the content delivered outside of class time as more valuable to their success in class. 

Students who are responsible for their peer’s learning success tend to develop an understanding that their own success is dependent upon the success of those who surround them.  They become more responsible not only for themselves but also for their peers.  Their need to fit in becomes dependent upon their preparation and therefore they value the subject more.

Providing resources outside of class to experience how the subject works in the world brings light to the importance of the subject content.  Providing personal experience, guest speakers in person or through virtual content, and projects that connect the content and student to their world brings value to the subject.

The Student to Student Relationship

In 1981 Dr. Gary Phillips conducted research for the National School improvement Project.  While his results brought about some minor changes in educational circles in the decade of the eighties, there is one piece of his data that stands out.  Three months after we have learned some thing, we will remember 92% of what we have taught to someone else.  It is in the process of gathering information, taking ownership of the knowledge and then taking responsibility for sharing that material with someone else that we solidify our own understanding of the subject.  Students who can develop a trust in themselves and their peers for the process of learning will master material at a greater rate and consistency than those who learn on their own.

  

While the “Flipped” model provides opportunity for individualized instruction and the possibility for a mastery level approach. However, the true value of the flipped model comes from the opportunities for greater student interaction and more peer to peer teaching .  It is in building those students relationships that students develop accountability for themselves and to their peers.

The Student to Teacher Relationship

The “Flipped” classroom is best structured as a student centered learning environment. This means that the educator must transition from the deliverer of content to the facilitator of learning; the “Sage on the Stage” becomes the “Guide on the Side”.  It is in this role that the flipped educator can interact with students in a way that provides opportunities for assessment, remediation, and inspiration.

The flipped educator creates the path for learning and allows the student the opportunity to take ownership of their mastery of the subject.  As the facilitator of learning the educator acts as guide and mentor taking advantage of teachable moments and learning opportunities that will enhance the student experience in the subject.

When students return for their 20 year reunion, the discussion will never begin with, “Oh man, I remember that great packet of 10 problems you gave us for gas laws.” The conversation will always be about the relationships tended. How they felt, and what they experienced.     

While the videos may play a pivotal role in providing delivery of content outside of the classroom, it is the time created in the classroom that becomes invaluable to developing the relationships that allow students to take ownership of their learning path and provide value to the subject matter.

Back to the Classroom – Taking It Beyond the Content

Okay so now you have library of digital resources to provide 

content for your students. 

Now What???

You have all of the support mechanisms in line to make sure every student has access to the tools necessary to watch those resources.  The administrators have been pacified, parents have been appeased and the students know what’s happening.

Now it hits you, what happens next in your classroom?  What do you do with all this class time since you don’t need to lecture anymore?  You have all these short demonstrations that you have squeezed into lecture time. Your labs have all been cut down to 30 minutes to fit them in with all the content you had to cover.  And on top of that you have to begin adopting the new standards format set forth by the Next Generation Science Standards. What happens after the video?

There is no one model for the flipped classroom.  Each educator must choose the model that best suits the environment of their classroom, the needs of their students and the, outcomes expected from their specific class, course, department, school and district.

In order to maximize the learning potential of the students, the classroom must be an environment that safe and comfortable for both the educator and the student.

The nature of your classroom model is only limited by your imagination and energy.

While no one model is best, most teachers find that adopting parts of several of the classroom teaching models work best depending upon the nature of the course, subject, topic and learning goals associated with that classroom

  

Four basic models of the flipped classroom include:

·      Traditional Flipped Model

·      Inquiry Based Approach

·      The Flipped Mastery Approach

·      Project Based Learning

Traditional Flipped Model

This is a good place to begin for most teachers. 

Educators provide access to learning resources in the class and take the role of “Guide on the Side” as students work in peer groups to apply, teach, learn, unlearn and relearn.

Students are encouraged to take an active role in their own learning process.

Inquiry Based Approach

Students learn to take ownership of their own learning by searching for answers about their own questions.  Students can work independently or in groups to conduct the inquiry process.  Students are encouraged to follow the steps of the scientific method in this approach: 

·      State the Problem

·      Research the Concept

·      Form a Hypothesis

·      Test the Hypothesis,

·      Gather and Process Data

·      Form Conclusions

·      Present the Work

Flipped Mastery Approach

This model allows the educator to truly become the “Guide on the Side” as this is a self-directed learning model where students work at their own pace to gain mastery of a concept before moving on to the next topic.  Students can work independently or in peer group teams.  Educators monitor student progress and encourage students to maximize their potential. 

This model provides the best opportunity for differentiation in the classroom.  The accelerated learner can move through the material quickly and provide opportunities to explore content beyond the framework objectives.  Students who process at varying levels can achieve the framework objectives at their own pace and using a variety of digital content and assessment modes.  Students who find passion in specific topics can spend extra time and dig deeper into the content material in order to satisfy intellectual curiosity.  

Project Based Learning

Using real-world problems to inspire students to apply content to the solution, students use critical thinking and problem solving to create solutions.  Learning objectives go beyond the understanding of the content but are dependent upon the application of the knowledge in some concrete demonstration.  Students are encouraged to create self- assessment and feedback loops to monitor their progress and the ultimate success of their project outcome. This model encourages students to develop the 21^st century skills necessary to enter the job market of their future.