The journey of flipping my class this school year has went far beyond simply recording my lectures and doing more hands-on activities in class. Before I "flipped," I was comfortable and content with my teaching. I was decent at lecturing and generally connected with kids well. Since I had taught AP Gov for several years, I never had to think about the class with the exception of a quick glance at my notes before the class started.
The flipped class (and my AWESOME professional learning network on Twitter) has forced me to consider some very important educational questions. Here are a few that I have been pondering throughout the year. The answers in blue are not to be taken as the "truth" they are just my thoughts as of March.
1. Why should students attend my class?
This has been asked of me by several students and parents. If students are watching the lectures at home, what is the point of them being in class? Several students have noted that catching up while they are gone is much easier in the flipped class. However, many more have noted that it is in class that the real learning takes place. Most students/human beings don't learn best by lecture. This material is provided simply to give them a general overview of the concept. In class they are discussing the content, applying the content, and questing the content.
Students have noted that the classroom feels more relaxed. This is partially due to the fact that what we do in class is guided by their questions during the 10 minute Q/A time at the start of the block as well as the current events they bring up each day. The questions they have or the topics they are interested in, guide our study of the material for the rest of the block. For example, the other day, students brought up the sequestrations for current events. Rather than talk about it for 5 minutes and move on, I asked students to do research on what was going to be cut, public opinion on the sequestrations, and how the sequestrations would affect Congressional approval/reelection.
I view my lesson plans from the standpoint of a student stating "who cares?" It has made my lesson planning more challenging, but the class periods much more engaging and fruitful.
2. How can a student demonstrate knowledge?
This question has come up multiple times in the #flipclass conversations on twitter. In my previous classes, there was no time for students to demonstrate knowledge beyond quizzes, tests, and the occasional group discussion. However, I now find that as I walk around the room, I can tell whether or not students understand the material by their discussions, their ability to find examples online, or their ability to teach other students.
My in-class work is not graded (even quizzes). Instead, students are graded based on their multiple choice and essay tests, which mimic the AP exam. Do these questions get at the critical thinking that happens in class or route memorization? Should I allow students alternate ways to show the knowledge, or would that hurt them in their preparation for the AP exam.
I continue to struggle with this question and probably will for sometime. However, it helps to know I am struggling through it with the rest of my #flipclass PLN.
3. What is the ideal structure of the flipped class.
This is what I fretted about all summer. What would my classroom look like? What if I ran out of activities? What if the kids didn't watch the videos? What if parents rebelled? What if everyone failed tests?
Well, I have the answer now! THERE IS NO ONE STRUCTURE FOR THE FLIPPED CLASS!!!!!! Freeing isn't it?? The flipped class is not a canned program that must be done in a certain way. It is a mindset of engaging students in their own learning. In fact, it doesn't have to be videos (though that seems to work for me)!
Just like anything else in education, the flipped class should evolve over time into something that is manageable for you and helps your students engage in their learning.
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