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10 CommonMisconceptions AboutThe Flipped Classroom02/14/2014, TeachThought Staff(http://www.teachthought.com/author/teachthought-staff/), 1 Comment
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(/wp-content/uploads/2014/02/ransomtech.jpg)10Common Misconceptions About The FlippedClassroom
by Kelly Walsh, emergingedtech.com(http://www.emergingedtech.com/)
What have you heard about the flippedclassroom? That its just the latest educationfad? That it only works for certain academicsubjects? Its not uncommon to come acrossreferences in the web media to poorlyinformed and misconstrued ideas like these.Given the value and many benefits inherent inthis powerful form of blended learning, it isimportant that these misconceptions beaddressed and dispelled.
Following are 10 of the most commonerroneous ideas about flipped teaching andlearning that you may come across, and abrief explanation of why each of them ismisinformed.
1. Its just the latest buzzword
Flipped instruction, a.k.a. the flippedclassroom, is an evolution of the phrasereverse instruction, which first appeared in
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print in 2000 . The concept gradually gainedmomentum over the years, with articlesregularly being published towards the end ofthe decade that followed.
2. Its a Trend
As attested to above, the concept of wasformally birthed about a decade and a halfago and has been gaining steam ever since.Clearly the Google Search graph indicatesthat interest shows no signs of abating. TheInternet and news media got particularlyinterested in the concept in 2013, asevidenced in Flipped Classroom: The (1Minute) Movie(http://www.youtube.com/watch?v=nYknMYRzWU4&list=UUukA5e8HbMMpgfm3_DaoscA&feature=share&index=1)Flipped teaching and learning is an emergingconstruct that is becoming increasinglycommonplace in our schools.
3. Its all or none you either flip your class oryou dont.
One of the main things I try to clear up rightaway when I introduce flipped instruction toteachers is that they have to flip all or most oftheir content. This is absolutely not the case.Teachers can start leveraging flippedclassroom tools and techniques on a small,limited scale flip a lesson, a week, a unit and then decide how much and how often touse the approach. If it becomes somethingyou want to leverage on a wide scale, go for it,but you may also find that what works bestfor your classroom is using the approach injust specific situations.
4. It must be judged as being either right orwrong
This just doesnt make sense. Is choosing tobake or fry the right or wrong way to cook?Is using watercolors or oil paints the right orwrong way to paint? Flipped instruction isanother tool in the teachers digital tool box,not a definitive do or dont idea.
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5. Its only good for certain subjects
While it is easy to see how freeing up classtime for active learning is easy in math andscience, that free class time can be used topersonalize and reinforce learning in allsubject areas. Sams and Bergmanns excellentbook, Flip Your Class: Reach Every Student inEvery Class Every Day, offers a number of goodexamples of this, as do so many teachers whohave written about it on the web. One of myfavorite, unexpected examples (that makes alot of sense in hindsight) is Physical Education(http://www.flippedcoach.com/)!
(/wp-content/uploads/2014/02/vanguard-visions-flipped.jpg)
6. Its something new
The flipped classroom is essentially acombination and repackaging of time testedteaching concepts and modern era digitallearning constructs, such as assigninghomework, reviewing and reinforcinglearning content, blended learning tools andtechniques, and so on. The only thing trulynew about it is how much attention it isgetting and how quickly it is being adopted bymany teachers.
7. You have to video yourself lecturing inorder to flip you classroom
There is a strong tendency for teachers tothink that delivering lecture content onlinemeans that you have to stand or sit in front ofa camera and record yourself lecturing. While
that can be an effective technique when donewell (hint: partner with another teacher), itcertainly isnt the only way to approachcreating good digital content. There havenever been more tools and approaches (andso many good quality free resources)available for creating digital learningmaterials.
8. Flipped content has to be in video format
Digital learning content can take many forms.While screencasting remains the mostpopular approach to creating flipped learningcontent there are countless ways to createcontent that students can access online.Voice over Powerpoint slides to make anarrated slide deck, create a curated set ofweb resources using LessonsPaths or asimilar tool, build a web site with Edmodo orWeebly and bring together a wide variety ofdigital learning resources and add discussionforums, quizzes, etc. the possibilities justkeep on growing!
9. There is no evidence that it works
The body of empirical evidence indicatingincreased engagement and improved learningoutcomes through flipped teaching andlearning is growing every day. ClintondaleHighschool in Michigan has producedimpressive results(http://www.techsmith.com/customer-stories-clintondale.html) and garnered a lot ofattention in the media, but thats just one ofmany such cases where grades and retentionhave been improved in measured ways.
10. Teachers have to create all their ownflipped learning content
While it is understandable and laudable thatmany teachers wish to create most or all oftheir own flipped learning materials, there is awealth of great content available on the Webfrom other educators and from experts intheir respective fields. Not only can you useexcellent resources like Ted.com videos, Khan
Academy tutorials, free lectures from leadinguniversities, and so on, you can also takethose videos and use free tools likeed.ted.com to deliver them privately and addquizzes, additional learning resource links,and other content and functionality tocustomize them for your unique classroomneeds.
(1) Lage, M.J., Platt, G.J., & Treglia, M. (2000).Inverting the classroom: a gateway to creating aninclusive learning environment. The Journal ofEconomic Education, 31(1), Retrieved fromhttp://www.jstor.org/stable/1183338(http://www.jstor.org/stable/1183338)
Kelly Walsh is CIO, and an adjunct facultymember, at The College of Westchester in WhitePlains, NY. He runs the popular websiteEmergingEdTech.com, focused on engagingstudents and enhancing learning outcomes usingInternet and instructional technologies. Hisnewest digital publication, the Flipped ClassroomWorkshop-in-a-Book(http://www.flippedclassroomworkshop.com/flipped-classroom-workshop-in-a-book/) helps teachersdevelop a plan to ease into flipped teaching attheir own pace;10 Common MisconceptionsAbout The Flipped Classroom; image attributionflickr users ransomtech(http://www.flickr.com/photos/ransomtech/7112676365/sizes/c/in/photostream/)andvanguardvision(http://www.flickr.com/photos/77018488@N03/);10Common Misconceptions About The FlippedClassroom
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