Flipping Instruction
According to Bishop and Verleger (2013) flipped instruction consists of learning where the learner works independently generally in an electronic format eliminating lectures and the classroom is replaced with activities, discussions, collaborations, reflections, applications, and explorations.
A new push-pull factor is occurring in public schools where students are bored and teachers are alienated. In response to these challenges a group of educators plan to integrate new pedagogies, technologies, and deep learning goals. The instructor will be the facilitator and activator. Cons to this type of approach is the development of an infrastructure that can support this innovative teaching and learning environment for mass public school systems and the daunting task of implementing these solutions. In addition, it could exacerbate a digital divide, lack of live personal interactions, and reclusive surroundings. The pros are students will benefit from this approach by taking responsibility for their own learning as well as the use of blended directional instruction with constructivist learning, and students absent for various reasons would not be penalized (Fullan, 2013). This may benefit many students who require freedom to move around as opposed to remaining still in a classroom setting. This allows the student to work at his or her own pace. The instructor becomes the instruction designer, subject matter expert, and media developer. The instructor collects useful information before, during, and after his or her instruction helping with the design of the instruction; moves didactic instruction to an online environment incorporating technology and media; and plans active learning during instruction to scaffold deep learning class time (Estes, Ingram & Liu, 2014).
Educators who flip their instruction can ensure they are still connecting with their students and parents by using social media. They can stay in contact with parents and students by using email, video conferencing, blogging, Edmodo, and Twitter. Balance is important considering the human condition because it requires wise time management, critical thinking, and responsible participation in the digital environment. The scripture I believe supports this discussion is “For wisdom is a defence, and money is a defence: but the excellency of knowledge is, that wisdom giveth life to them that have it. (Ecclesiastes 7:12, King James Version)”
References
Bishop, J. L. & Verleger, M. A. (2013). The flipped classroom: A survey of the research. American Society for
Engineering Education. Retrieved from
http://www.asee.org/public/conferences/20/papers/6219/view
Estes. M. D., Ingram, R., & Liu, J. C. (2014). A review of flipped classroom research, practice, and technologies.
International HETL Review, 4(7). Retrieved from
https://www.hetl.org/feature-articles/a-review-of-flipped-classroom-research-practice-and-technologies
Fullan, M. (2013). The new pedagogy: Students and teachers as learning partners. LEARNing Landscapes 6(2)23-29. Retrieved from http://www.learninglandscapes.ca/images/documents/ll-no12-vfinal-lr-links.pdf
According to Bishop and Verleger (2013) flipped instruction consists of learning where the learner works independently generally in an electronic format eliminating lectures and the classroom is replaced with activities, discussions, collaborations, reflections, applications, and explorations.
A new push-pull factor is occurring in public schools where students are bored and teachers are alienated. In response to these challenges a group of educators plan to integrate new pedagogies, technologies, and deep learning goals. The instructor will be the facilitator and activator. Cons to this type of approach is the development of an infrastructure that can support this innovative teaching and learning environment for mass public school systems and the daunting task of implementing these solutions. In addition, it could exacerbate a digital divide, lack of live personal interactions, and reclusive surroundings. The pros are students will benefit from this approach by taking responsibility for their own learning as well as the use of blended directional instruction with constructivist learning, and students absent for various reasons would not be penalized (Fullan, 2013). This may benefit many students who require freedom to move around as opposed to remaining still in a classroom setting. This allows the student to work at his or her own pace. The instructor becomes the instruction designer, subject matter expert, and media developer. The instructor collects useful information before, during, and after his or her instruction helping with the design of the instruction; moves didactic instruction to an online environment incorporating technology and media; and plans active learning during instruction to scaffold deep learning class time (Estes, Ingram & Liu, 2014).
Educators who flip their instruction can ensure they are still connecting with their students and parents by using social media. They can stay in contact with parents and students by using email, video conferencing, blogging, Edmodo, and Twitter. Balance is important considering the human condition because it requires wise time management, critical thinking, and responsible participation in the digital environment. The scripture I believe supports this discussion is “For wisdom is a defence, and money is a defence: but the excellency of knowledge is, that wisdom giveth life to them that have it. (Ecclesiastes 7:12, King James Version)”
References
Bishop, J. L. & Verleger, M. A. (2013). The flipped classroom: A survey of the research. American Society for
Engineering Education. Retrieved from
http://www.asee.org/public/conferences/20/papers/6219/view
Estes. M. D., Ingram, R., & Liu, J. C. (2014). A review of flipped classroom research, practice, and technologies.
International HETL Review, 4(7). Retrieved from
https://www.hetl.org/feature-articles/a-review-of-flipped-classroom-research-practice-and-technologies
Fullan, M. (2013). The new pedagogy: Students and teachers as learning partners. LEARNing Landscapes 6(2)23-29. Retrieved from http://www.learninglandscapes.ca/images/documents/ll-no12-vfinal-lr-links.pdf