A major roadblock or barrier to the implementation of this model is that many educators do not know what to do within the classroom, what to do with that “whatever they want to do” time. For educators, who are used to and use the didactic model, a framework is needed to assist them with the implementation of the Flipped Classroom. In other words, the message to teachers to do what they want during classroom is not enough to make this transition.
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The Flipped Classroom Model: A Full Picture « User Generated Education - 1 views
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The Flipped Classroom offers a great use of technology - especially if it gets lecture out of the classrooms and into the hands and control of the learners. As it is being discussed, it is part of a larger picture of teaching and learning. The Flipped Classroom videos have a place in the models and cycles of learning proposed by educational psychologists and instructional designers. Providing educators with a full framework of how the Flipped Classroom can be used in their educational settings will increase its validity for educators and their administrators.
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more on classroom flip. reiterates what we discussed at the first meeting: offering streaming lectures is only half the job; the other is using the newly freed time in an instructionally effective manner.
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Good find and it led me on an hour-long jaunt through the links and the 20-minute Khan TED talk. Lots to spew out about this, but the short of of it (I wish diggo had formatting, like bullets or line breaks!): The 'Flipped Classroom' is simply a nuanced version of active learning. Proponents of active learning talk about these sorts of things for decades as best practices for an instructor's use of in-class time. The only difference is that we are now replacing the text book with a video. Which moves us to implementation and adoption. Some of the things I already hear instructors saying: My students won't watch videos of a lecture! Why would they do that when they already don't complete reading assignments?", "This won't scale, I can't use this model with 100+ kids in a lecture hall", "I will NEVER have time to do this. Create in-class activities to facilitate during my class time? That takes a TON of work and I won't get rewarded for it." and now we're off on the P&T discussion and how teaching is devalued compared to research grants and publications. I do think we can take an incremental approach to adoption, especially from the standpoint of the Schreyer Institute. For resident instruction, I could see our consultants working with faculty to 'flip' say, a week's worth of content and assist in the development of active learning elements to leverage in class. We already do this with a lot of faculty, trying to steer them away from lecture and into more active learning practices. This is just a step further, but we would probably need help from someone (media commons maybe?) on best practices for the design of the lectures being captured. -
totally agree on the active classroom approaches & the systematic barriers to doing these kinds of things. these approaches have been around for a while; you're right that what's new might be the ease of recording video for students to view. as for P&T, it's a real issue. flipping the class will take more time and might not be rewarded. in a college like mine, with almost no contingent faculty, it's a huge issue. as a consequence we have mostly tenured folks, and a handful of very brave pre-tenure assistants, who've agreed to work with us on various projects.
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