I have never formally tried to flip my classroom, and before this week’s research I wasn’t clear about my beliefs around reverse instruction or a flipped classroom. I will say that although I have used tools like Khan Academy and BrainPop to supplement instruction in class and out, I never got the sense that a full on flip was worth my time.
After digging in to the pros and cons, I feel that this is one of the many “technological” ideas that flops because it is still used to the things we have always done; just as Marc Prensky describes as “doing old things in new ways”.
One of the first posts I came across, The Flip: End of a Love Affair, was written by a teacher who had formerly loved the idea of a flipped classroom. She explains her change in thinking brilliantly:
The reality is that many if not most teachers who opt for the flipped classroom strategy are not pursuing a student-centered approach to teaching and learning. The traditional model of learning is simply being reversed, instead of being reinvented. The lecture (live or on video) is still front and center.
Learning isn’t simply a matter of passively absorbing new information while watching a lecture on video; new knowledge should be actively constructed. When we shifted to a student-centered classroom, my students took control of their learning, and I quit lecturing. I haven’t lectured in almost two years.
A Flipped Classroom, a Slanted Classroom, or even a Fliperentiated Classroom are all variations of teacher-centered teaching. With these models it might feel like at first you are ‘getting more content covered,’ but in reality the kids aren’t learning more.
Furthermore, The Teched Up Teacher makes the great point that
A kid who does not do their homework normally will not watch the lectures at home even if you hold them accountable.
This is even more detrimental in a flipped classroom because now the kid can’t participate in that really cool activity you planned.
The exception to this is if teachers can flip their thinking and their classrooms as Jon Bergmann, one of the first “flippers,” describes
We started flipping our classes after a conversation with our assistant superintendent. She saw how we were recording our live lectures with screencasting software and told us how her daughter loved it when her professor at a local university recorded his lectures, because she didn’t have to go to class anymore. That’s when we asked the question, “What then is the point of class time if we make it so they can get all of the content by watching a video?” The obvious answer was that we could make class time more enriching and more valuable.
My thinking flipped from my class being about the content to being about the process of learning. I have said for many years, “I don’t teach science, I teach kids.” But today I want to change that and say, “I don’t teach science, I teach kids how to learn.” This was a seismic change in how I thought about my role as a teacher. I realized that I needed to get away from being a teacher who disseminates content, and instead become a learning facilitator and coach.
So all in all, it seems to me that a better use of time as an educator would be to learn strategies to create a student-centered classroom where inquiry and authentic ways of learning were at the heart. PBL, blended learning strategies, student video creation, peer and global collaboration, and many other techniques are ways that a teacher can use tools and strategies to funnel the right information, strategies, and motivation towards her students. And, like the educators stated above, the real trick is to teach kids how to learn so that when they don’t receive lectures from you in class (or on your YouTube channel) they will still know how to find the answers to their questions and solutions to their problems.