How to Flip your Classroom: Web2



How to Flip your Classroom: Web2.0 Style

Sarah Payne

Karen Kennedy

CBU Educ5107

How to Flip your Classroom: Web2.0 Style

Following Gardner’s classic book, Frames of Mind in 1983, a paradigm shift in education was apparent. Educators began to look not only at the differences in learning abilities with regard to math/science and english/linguistics, an appreciation of non-academic intelligence was evident. (Abdallah, 2008). Gardner espouses the existence of at least seven intelligences, with a possibility of the existence of more: visual/linguistic, logical/mathematical, intrapersonal/introspective, introspective, bodily/kinaesthetic, visual/spatial, and musical/ rhythmic (Gardner, 1999). The traditional method of learning did not allow for individual learning styles and abilities. One teaching method that aids in modernizing old school teaching methods is a concept termed flipping the classroom.

Students have been learning with the same pen and pencil, lecture style methodologies since the inception of classrooms and in many situations without allowances for differing learning needs and abilities. Incomplete student assignments and homework as well as parent/student frustration is evident in traditional classrooms. Viewing classroom lectures at home, as well as hands on learning in the classroom, will assist educators and students to overcome these barriers.

21st century teachers have the luxury of technology, a medium that students will embrace. Technology has afforded educators the ability to implement a methodology termed, flipping the classroom. This teaching method provides educators the opportunity to teach individualistically, keeping in mind the multiple ways in which students learn. Struggling students will be able to watch a lecture at home in their own space and at their own pace and time. If they missed a concept, they can pause or replay that section allowing them to more easily grasp that particular idea. In contrast, if a student is easily learning the presented material they are able to move on to the next lecture.

Parents and students are often frustrated with homework that the student is struggling with. This often leads to incomplete homework assignments and students not meeting learning outcomes, not to mention parent /child disputes. When traditional lectures are viewed at home students and parents can benefit. Parents can learn along with their children providing parents the knowledge necessary to support their child’s learning. Basic knowledge will be learned at home while higher level learning will be achieved in the class. The traditional method sent students home to work on concepts they may have been struggling with. In a flipped classroom students will be doing what was known as homework in the classroom setting with the expert by their side. The teacher will be able to identify where the student is struggling and assist them one on one. They will also be learning from others in the group, sometimes multiple views will aid in understanding. General discussion of difficult concepts, case scenarios, group work, kinaesthetic activities, computer searches and games are some possibilities for classroom work. The flipped philosophy increases student- teacher interaction. Traditional teaching facilitates one way communication, which is not always conducive to learning.

In a survey of more than 500 teachers, the website ClassroomWindow found that nearly 90% of respondents who had tried flipping their classroom reported improved job satisfaction; nearly 70% reported increases in student standardized test scores; and 80% reported improved student attitudes (Brunsell & Horejsi, 2013). Alvarez (2012) speaks of creating additional teaching time and reports dramatic decreases in failing grades, “… reversing the instructional model, the failure rate in critical subjects had dramatically decreased” (p.20).

Flipping incorporates technology; a medium students can relate to. Flipping helps students learn at their own time, place and space, and assists struggling students and allows gifted students to move forward. It increases teacher student interaction time, provides the guidance for higher cognitive learning, decreases student and parent frustration.

This teaching method is a solution to problems identified with the traditional teaching model. In an attempt to educate teachers on how to flip their class room we have incorporated three web 2.0 tools in our electronic performance support system (EPSS). Sarah will present the concept of flipping the classroom to teachers and administrators at Maani Ulujuk Ilinniarvik in Rankin Inlet, NU. Karen will present at a scholarship series for colleagues at Cape Breton University (CBU) Nursing Department. Flipping the Classroom EPSS will be linked through the school network to be shared with any interested teachers within the region. A link will also be provided to the nursing moodle site at CBU.

The EPSS will include three Web 2.0 tools: podcast, PowToon and a blogging site. A podcast on, Explain Everything, an application used to video and audio record your lectures was developed and is housed on our blogging site. Explain everything was chosen as it will assist teachers in using an application designed for delivering out of classroom lectures. The podcast will demonstrate how the tool is used. An instructional podcast using, PowToon as a medium, will also be uploaded to our blog spot. The PowToon video discusses what flipping the classroom entails, as well as, demonstrates how PowToon could be used to create online lectures. As mentioned a blog site will also be utilized. This site will provide general information as well as links to articles and videos that will make the transition from traditional to modern teaching more seamless. Blogging will allow users to pose questions, state opinions, and access quick links to additional knowledge on the flipped classroom.

Reference

Abdallah, M. (2008). Multiple Ways to be Smart: Gardener's Theory of Multiple Intelligences and its Educational Implications in English Teaching and Oral Communication. Retrieved from:

Alvarez, B. (2012). Flipping the Classroom: Homework in Class, Lessons at Home. Education Digest: Essential Readings Condensed For Quick Review, 77(8), 18-21.

Brunsell, E., & Horejsi, M. (2013). Flipping your classroom in one 'take'.(Science 2.0). The Science Teacher

Gardner, H. (1999): Intelligence reframed: Multiple intelligences for the

21st century. New York, BasicBooks, (3), 8.

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