Take part in discussions at www.iste-community.org/groups/LandL.
To Flip or Not to Flip?
Flipped classroom supporters cite the model’s potential to make better
use of class time, while critics point out that it still relies on lecturing.
What’s Not to Love?
The transition from a traditional classroom to a flipped one was effortless.
Parents love that their children are only
spending 10–15 minutes preparing
for my class at home in the evening.
Students love that they can access my
lectures any time that is convenient for
them and watch them as many times as
they wish. Without any encouragement,
my students spontaneously collaborate
with and peer-tutor each other.
Chairman, Upper School Math Department
Nashville, Tennessee, USA
I have attempted this model and not
been impressed with the results. It
worked great for the top learners in
my classroom (for whom nothing I do
affects their learning), but it was a complete flop for the struggling learners.
Learning Specialist for Technology
Vancouver, British Columbia, Canada
The Possibilities Are Endless
A flipped classroom does not require
a lecture-based learning environment.
A flipped classroom could be implemented by showing a clip of a scientific
phenomenon and collecting responses
online, posting direct instruction that
would have otherwise been given to a
live audience, delivering an overview
of an author’s life, or recording and annotating individualized feedback on a
student paper on a screencast. There is
no such thing as the flipped classroom.
Chemistry Teacher, ISTE Author
Woodland Park, Colorado, USA
If a teacher stands-and-delivers content
and students are not engaged and succeeding, then of course once they are
given an alternative, they may be more
engaged and even show higher results.
Has it been considered that students
may be more engaged because they can
fast-forward or mute the lecture?
Director of Educational Technology
Montclair, New Jersey, USA
Tossed but not Transformed
In the video examples I have viewed,
flipped classrooms were “tossed but not
transformed.” The use of (computer)
technology centered on teacher-created
videos. Evidence of problem- or inquiry-based learning using technology to
analyze, problem-solve, communicate,
or share was lacking. Back in the classroom, most videos showed students
answering questions from the textbook
with the teacher for support. Is this really the role of a “guide on the side”?
Chief Educational Officer, Sublime Learning
Mississauga, Ontario, Canada
Where Engagement Meets Efficiency
The dictates of a content-heavy curriculum ensure that teachers are forced
into delivering content in the most efficient manner possible—and that leads
to lectures, rather than lessons. But in
a flipped classroom, students enter the
classroom pre-armed with knowledge,
so teachers can devise interesting,
meaningful, and challenging activities.
Online Learning and Mentoring Coordinator
Emu Plains, New South Wales, Australia
Flip with Flexibility
Video is just one example of an evolving
flipped teaching sensibility. Flipped instruction today is defined by a teacher’s
willingness to help students learn how/
when they see fit, release control of the
classroom experience, and find the best
way to reach and respond to students
individually. The appropriate medium
to convey information beyond class
(videos, podcasts, worksheets, articles,
etc.) is selected based on content, community needs, and teaching style.
Jac de Haan
Middle School Educator, Blogger
Seattle, Washington, USA
Make Formative Assessments Feasible
Most of us recognize the power of formative assessment and differentiation,
but time and logistics make them difficult to implement. The flipped classroom leverages technology to make
these strategies very feasible.
Director of Technology
Englewood, New Jersey, USA
When the classroom is flipped, students
have access to new material, better enabling them to come to class prepared
and take part in in-class activities. Providing new information when students
are ready, just in time, scaffolds use of
new vocabulary, grammar structures,
and content in authentic environments.
Associate Professor, English as a Second Language
Nagoya, Aichi Prefecture, Japan