Cynthia,
That is awesome being that it gave the students the opportunity to show that they did understand the information. They were also afforded the opportunity to collaborate with others as they shared their understanding and ideas.
I would LOVE to implement Flipped Classrooms in my Medical Assisting program. My particular program attracts hands-on students. Lectures that can be viewed out of class, learning assessed by quizzes, and more in class hands-on didactic time would be by far an increase in quality of education we deliver to modern students who enroll in career education today. We would simply "flip" our time around. The out of class work would be in class. The in class lecture time would be out of class. There would be check-points to assure us that our students are watching the lectures. These could include "Top of the Morning" quizzes which would also encourage good attendance. The list goes on and on why Flipped Classrooms are a positive trend.
In our technology school we have been doing a form of flipping in our engine overhaul course.
It was created out of necessity, do to the fact that a very small percentage of our students have experience with engines of any sort. I start by showing a step by step video of the process which is very detailed and can overwhelm them with information. I break it into smaller bit and let them work thru the information. One of the drawbacks is not providing details that will help in there task. This sometimes leads to overzealous students moving to fast which can lead to damaged equipment. I have to constantly monitor and fill in the info they miss from the video. In the near future our students will be issued tablets and assigning information to review will be easier and allow for more flipping of classes
Philip,
Good points. I've seen both ends of this in my classroom as well.
Dr. Moody Crews
I believe the reason why the comment "the class goes by so quickly" is important to the students is that when we are fully engaged in something that is meaningful and interesting to us, we lose track of time. They don't realize that they have spent two hours in a classroom - it certainly didn't feel like it to them.
The flip side of that is that a class a student considers boring is one he/she will claim keeps dragging on and on. The student is constantly looking at the clock or their watch hoping the class will be ending soon.
I've seen both ends of this in my classroom - students who are so into what is being covered in class that they don't realize we are already at break and/or the end of class, as well as those who are checking to see when class will end.
Earle,
Very good. I agree that starting off where students have some experience will build confidence and hopefully the willingness to dive into those areas where they don't have experience.
Dr. Moody Crews
I would start with a class in which students have some experience and not something completely new. Since we are changing the delivery method this will minimize student stress. I would implement systems to monitor student success and allow more time for feedback throughout the course. I would also arrange the curriculum to provide clear examples of how the class will operate at the beginning to students can be eased into the practice.
Nathan,
That's wonderful. If you're getting that type of student evaluations I certainly would not change my style. I would just combine the concepts of the flipped classroom without losing what's already working.
Dr. Moody Crews
Daniel,
The videos should show them how to do/make the pastry. Therefore the video becomes the sage on the stage. Therefore, when they come to class the time is for baking.
Dr. Moody Crews
Yes, I receive regular feedback from my students regarding my lectures. I am told that I am interactive, funny, involved, passionate about the material, and that I teach in a manner different than what they have normally been exposed to.
I still have students that come up years later and remember particular lectures due to the manner in which I delivered the content.
Lisa,
That's great. Here's a question for you. If the students are having fun and learning, why is the fact that class goes by so quickly so important to them? Not a criticism, just something to think about.
Dr. Moody Crews
Nathan,
Just something to think about. Do you think your lectures are fun for your students? Have you asked them?
Dr. Moody Crews
Richard,
It sounds like your on the track. I would suggest that you try to incorporate more of the flipped classroom components a little at a time as you feel comfortable and as you feel would be beneficial to your students.
Dr. Moody Crews
Cynthia,
That sounds good. Do you think the class was successful?
Dr. Moody Crews
V.,
The "buy in" from all the stakeholders is probably the biggest challenge we all face with anything new.
Dr. Moody Crews
I agree with this comment- I, too, feel like a guide and always center my lessons around real-life situations. During every class, I incorporate interaction among my students, I interact with them and I use a combination of direct instruction and hands on learning! The students enjoy this environment and always report that when they do these activities class time goes by quickly!
Having taught entrepreneurship and innovation courses, I've utilized parts of the flipped model for a decade. I use a pre-class, during-class, and post-class approach. Certain elements need to be studied and worked on beforehand (understanding entrepreneurial concepts/writing a section of the business plan, etc.), in-class is used to practice/explore (analyze student business plans in groups), and post-class (refine the business plan section before moving on to the next component).
Technology has enabled the pre- and post- sharing light years compared to a decade ago.
Rick
Honestly, this is going to require some personal reflection for me. I never have considered myself the "sage on the stage," but rather, have always given lectures in an interactive format - actively involving students, asking stimulating questions, making analogies to make the content become real-life and pertinent to them, etc. I have always felt like a guide to their learning, eager to stimulate their minds to the course content and inspiring them to achieve great things from their own motivation.
I always have looked forward to the in-class lecture time as it is fun and interactive. Often, when I am lecturing online and recording my content for later, I lack the interaction with my students and their input to steer the course content in the direction that they want it.
Any suggestions on how find the happy medium between both worlds?
I'm not too sure.
I need some help. How can I implement an effective flipped classroom in culinary school ( specifically, Pastry). So many students ( including myself when I was a student) expect their Chef Instructor to 'show them' how to do/make something. The Chef's were/are regarded as sages on the stage.
One class that I implemented was in Medical emergencies The learners would view the recorded lectures at home about the different disorders such as asthma, diabetes and seizures. They would then come into the classroom and work in small groups creating videos roleplaying just what the different disorders would look like and they would have to look up together the signs, symptoms and treatment of the disease and include that in their video. They would present the video to the rest of the class and be prepared for questions and answers.
