I really like that statement Cynthia, regarding the students predisposed style of learning or type of student they are (were) and am glad that this breaks down this perception. Even more reason to use it!
Thanks,
Diane
The guide on the side strategy is a meaningful metaphor for this technique. It helps students to direct their learning and take more responsibility for their own learning.
The sage on the stage is actually harder on the teacher as it puts more pressure on the teacher to perform as the students passively watch. With less time for the teacher to help direct the students learning.
Students being responsible for their own learning--a grand sounding idea. At this point, I see it working only with those who accept that responsibility! I'm pretty sure I am not the only instructor who has students who feel I am the sole person responsible for their learning. As stated earlier, there are those who will oppose this new idea. Perhaps this is so because-- in the past--poor teachers were responsible for poor performance. It may be hard to change this without a major paradigm shift in thought. Could it be-- part of the answer may be found in a way we could train students to take charge of their own futures--and therefore their own success? It will take an interest on their part to succeed.
I agree. For a flipped classroom to be successful
it is imperative that it be a joint effort between
students and faculty
I believe the main difference is students must take more responsibility for what they learn and accomplishing the learning goals. The text said sometimes the instructor winds up working harder than the student. That hit home for me. I feel as though sometimes I want it for the student more than they want it for themselves. Holding the student to this standard puts the ball in their court, so they can score the basket rather than me. This is one of the biggest differences I see between traditional pedagogy and the flipped classroom. I think it's a wonderful difference!
I use this to engage the students more and discuss how we will learn more about this in class when we continue the lesson. I explain that a discussion of the covered material will follow in class.
It appears from my initial understanding of the flipped classroom that the student is required to be self motivated moreso than in a traditional classroom setting. This may be intimidating to students who are used to sitting in the back of the classroom quietly. Having the instructor as the "guide on the side" can go a long way in helping the student overcome this. It also enables the student to work at their own pace (with limitations)and to have the ability to review things that they may have missed ina traditional class lecture. In other words... I can doze off at home while reviewing the lecture and go back to the part I missed. This is not possible if I doze off (or daydream) in class lectures.
Some of the main issues that come with the flipped classroom is the fact that some of the student do not like online learning and others have a hard time staying on track when they are not in a traditional classroom setting
From what I can see, the instructor spends less time lecturing during class time and more time with projects, exercises, and student interaction. I find the traditional pedagogy boring and sometimes look for options to make it more interesting. The flipped classroom offers that type of opportunity.
Randy,
I agree that the new instructor role can be a problem for some instructors. I do think that the personality of the instructor will dictate the way the class is facilitated. That being said, I also believe it is the professional responsibility of the instructor to stay current on new teaching methods and to stretch themselves professionally and personally as necessary to be the best instructor they can be. Also, instructors must understand that the "main man or woman" in the classroom is actually the student. Everything we do must focus on student learning. Anything less is unethical.
Dr. Moody Crews
Carrie,
Yes, the expectations of students in the flipped classroom is a major difference as is the need for critical thinking by the student. I think these two things are a perfect fit in that the expectations often lead to the need for critical thinking.
Dr. Moody Crews
Rhonda,
You are correct that it is difficult because the students are accustomed to getting everything they need to pass the test. It is something that will take some time to change the student expectations. I always start the semester with a discussion of how the class will be facilitated and I tell the students that they will not get everything they need through lectures. It is stressed that anything is fair game for the test, including readings, lectures/discussions, presentations, etc.
Dr. Moody Crews
Rhonda,
I would absolutely not lecture for four hours. Research shows that individuals only stay focused for about twenty minutes when listening to a lecture. After that you lose them. Try some activities (games, etc.) where your students are actively engaged, without lecture, but are getting the same content they would receive in your lecture.
Dr. Moody Crews
The instructor is removed somewhat as the main man or woman in the classroom. This may cause problems for people who have become accustomed to being the center of attention and sole givers of knowledge. They may be reluctant to give up that strategy. On the other hand, a different sort of educator may be grateful to discover on-line resources which present the course material in a more efficient or lively manner than the instructor ever could hope to deliver in the traditional classroom. This instructor should be prepared to have a more flexible environment during class, giving students more freedom and time to investigate individually and in groups the problems implicit in the homework.
Do you think the personality of the instructor should dictate which type of classroom proceedure (or variations of) to implement?
One of the main difference between the traditional pedagogy and the flipped classroom I believe would be student learning and student expectations. In a flipped classroom students must demonstrate critical thinking techniques as the are exploring the subject area differently. In most traditional classrooms, students typically do not have the opportunity to implement critical thinking about the subject matter as the concentration is solely on learning the content matter.
I agree with you that I would also like to flip my classroom but have the same issue with students getting upset when there is something on the test that was not specifically lectured on. I know we need to make it clear they are responsible for all the material in the chapters but it can be difficult to enforce, especially if you are used to making sure you provide all the information during lecture.
I think the main difference between traditional pedagogy and the flipped classroom is the student involvement in learning. We have not changed to a flipped classroom but I am trying to add more activities into the classroom so the students do not have to listen to me lecture for four hours. Our lectures are on the longer side but they are also available via internet and power points given to them. I am wondering how to break these lectures into smaller periods of time so students are not stuck in the similar situation of listening to four hours of lecture at home.
Beverly ,
The ability to clarify information is of course important; however, I think the time used for application is most important. The ability to apply or at least make that attempt is where real learning takes place.
Dr. Moody Crews
Earle,
Very true. Think about how you help students reach that better understanding and mastery.
Dr. Moody Crews
The big difference that I see is that the students can have time in class to clarify anything that they didn't understand from the video lecture and also, have more time available to apply what they've learned. They get the basic concepts from the videos and then actually apply them while in the classroom.
In the traditional pedagogy, the student receives the lectures and tries to apply what is learned all in the set F2F time. Less time is available for students who don't fully grasp the concepts, let alone their applications to projects or problems.
