Last year, I offered a workshop titled, “Travel to the Flipped Classroom.” Lisa Hootman was one of the teachers who attended (okay, she was the only teacher that attended), but that only meant that she received some very individualized instruction. Fast forward, Lisa has created two class blogs on which she provides students with guided online instruction in the form of video that students can access to anytime, anywhere. Lisa has “flipped” her classroom.
What is a “Flipped Classroom?”
You may have heard of the concept of “reverse instruction” (See > Reverse Instruction: Dan Pink and Karl’s “Fisch Flip” by Jonathan Martin), which holds students accountable for viewing online lectures outside of class while using valuable class time for group and project work that might normally be assigned for homework.
What are the benefits?
Educator John Sowash says, of his own experience in his blog post, Flip Your Classroom Through Reverse Instruction (Sept. 6, 2010):
“With class time liberated from lectures, I was able to incorporate more hands-on activities, projects, and helping students better understand confusing and challenging concepts.”
Is there data to support this practice?
Take a look at how Clintondale High School has implemented the concept.
The concept, also referred to as the “flipped” classroom or “flipped thinking” is becoming increasingly popular with the growing availability of free, online courseware and lectures. Daniel Pink exclaimed in “Think Tank: Flip-thinking – the new buzz word sweeping the US” that Khan Academy Creator and Teacher Karl Fisch, “has flipped teaching on its head” (Sept. 12, 2010).
A flipped classroom isn’t specific to video and it doesn’t have to be all or nothing. There are simple, project-based ways to incorporate these strategies into your classroom. See Flipping History by Jeff Utecht to see one way it can be done.
(reprinted from my email of 5/8/12)