The concept of flipped learning contrasts what is done in the traditional classroom. Whereas traditionally, teachers impart knowledge or lecture during the class period, and students practice the skills or apply the knowledge outside of class, as part of homework, the flipped classroom uses class time to apply the knowledge that was delivered via technology outside of class. Each of these methods comes with its own set of problems. Students who tend not to do their homework, or anything outside class time, miss out on either practice of (traditional) or delivery of content (flipped). The other problem I see with flipped learning is that so many students, and even entire districts, lack the infrastructure or technological devices to make this possible. Flipped learning also seems to require a great deal of teacher time being spent outside of class time preparing these videos, etc. Ideally, a combination of traditional and flipped classroom practices seems doable.
4 Comments
Lori
12/30/2015 07:02:40 pm
It seems like one common element of PBL and CBL is that they are cross-curricular and address a real-world problem. It's probably hard to find a real-world problem that can be solved with a wonderfully-written English essay! I'm wondering if your students would find more of a purpose or value if their English project were connected to a larger PBL unit that was based on a science or social studies challenge/problem. Not sure if this kind of cross-curricular coordination is do-able for you, but just a thought.....
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Rose Girguis
1/6/2016 11:58:54 pm
Lori I agree with your reply and I like the I wonder question. It reminded me of a PBL unit used by a fellow grade level 7th grade English teacher. She showed the students a letter written by a professor to ban certain books. Harry Potter being one of them. Any how students were to read the books and write the professor a persuasive essay on why they should not be banned. At the end of the unit the students presented to the professor in-person. The students were so excited to fight for their favorite books that appeared on the list. This was a real professor making a real claim against our real school library! The children had a voice and purpose. It is just one example of one type of assignment.
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Marie Zorn
12/31/2015 06:55:24 am
Student agency is something that is very important to me as well as is a big part of 21st century learning. I have heard many people say that you cannot teach perseverance but I wonder through CBL if students will be able to persevere because of the engagement factor. I teach English too and agree that sometimes it can be hard to create engaging questions and lessons so that ALL students are engaged. And even the most engaging lessons, you still have those students that will never be engaged or excited to do the task at hand. How do we prevent this, or how do we work with these students who cannot live up to the challenge?
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Andrew
1/6/2016 04:16:58 pm
It makes me feel better to see another innovative educator feeling hesitant about the usage of the flipped classroom method. I struggle with the concept of students using time outside of class for anything other finishing up a task they have already started in class. Frankly, the support of collaborative peers would be difficult to do without in both instruction and application contexts. I also agree with your implication that the X-based Learning methods tend to be very similar and in some ways the terms are interchangeable. Regardless, the effects of these strategies upon the development of student agency skills is undeniable (especially with the data I now have from my research study).
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Kirstin
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