Note: This post was originally written as an assignment for my CAT 531 class through the University of Alabama Master of Instructional Technology program. Posted by John Honish at Tuesday, June 16, 2020 11:00:18 AM...
But why not throw it on here too? Entering my second year teaching in 2013, I wanted to find a way to integrate my affinity for video production into my instruction on a regular basis. I heard about the concept of “flipping the classroom” (using videos as direct instruction assigned as homework and using class time for group work with inquiry, problem solving and project based learning) at a conference over the summer and I was very intrigued. I researched further on my own and decided I would give it a shot. After devoting at least 60 hours of time to writing scripts, filming and editing, I had a collection of six videos to use in our introductory unit for Geography class. Clearly the first problem with this method was the amount of time it consumed, but now the economic theory of sunk costs came to mind, and I was not going to abandon the idea before even trying it! To make a long story short, over the next three years, I tried to create different activities and experiences for our class time, produced additional videos for other themes, and listened to the honest feedback of my students about the concept of flipped learning. All of that led to the conclusion that it simply was not working as intended, and by the end of my 5th year teaching I had all but scrapped the idea. With the COVID-19 Pandemic forcing class into a digital, at-home format, perhaps flipped classrooms could be more effective. Even when face-to-face class resumes, the tools used in the pandemic won’t be forgotten. (Burns, 2020) The reason I chose the topic of flipped classrooms is because I am at an ideological crossroads: Is it time I flip-flop on flipped learning? In order to successfully implement flipped classroom practices this time around, I would need to address a few issues that I encountered back in 2013-15 and that many teachers continue to mention as roadblocks to success. These are important considerations for any teacher considering flipping their class. First, I would need to produce video content in a more efficient manner. Programs like WeVideo and Screencastify are helpful for creating direct instruction videos in a timely manner. I would also forgo the frivolous jokes and graphics that took up so much of my time on the first round of videos and organize my content more manageably. (Creating Engaging Homework Video Lectures) Second, I would need to get buy-in from a critical mass in my student population. In my early experiments, the availability of technology and understanding of the process was lacking and therefore I never had enough students watching the videos before coming to class. It is not very effective to do a group activity based on background knowledge over half the students do not have. (Getting Students Ready for a Flipped Classroom) Learning at Home through the pandemic has increased student ability to use technology for direct instruction at home out of necessity, so perhaps it would be more successful this time around. I sincerely believe the time could be right to give the flipped classroom model another chance. Before fully implementing a flipped classroom setting, it would be wise to consult with the school district’s Acceptable Use Policy to ensure compliance in a few areas. Flipped Classroom content must always be created with copyright law in mind as some resources may not have permission to be shared across a school network. If there is any chance students will be responding to the videos with their own recordings, the privacy of their likeness and the security of their files must be guaranteed. As always, reviewing the AUP helps students make better choices with all their web browsing and assignment creation associated with the flipped classroom lessons. With renewed optimism, a change in environment, and an arsenal of new knowledge from the Master’s Program in Instructional Technology, it might be time to flip-flop on flipped learning once again. Resources Burns, M. (2020, April 10). Coronavirus has Changed the Game. Retrieved June 16, 2020, from https://flippedlearning.org/syndicated/coronavirus-has-changed-the-game/ Creating Engaging Homework Video Lectures. (n.d.). Retrieved June 16, 2020, from http://www.firstyearflipped.com/zone-2-homework/creating-engaging-homework-lectures Getting Students Ready for a Flipped Classroom. (n.d.). Retrieved June 16, 2020, from http://www.firstyearflipped.com/getting-started/getting-students-ready-for-a-flipped-classroom
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