To Flip or Not to Flip: Is that the question?
I understand the uptake on Sal Khan’s model for a Flipped classroom. It makes sense to have students grappling with content in the classroom while a teacher and peers are present. It is phenomenal to have access to thinkers around the world who can explain their thinking and demonstrate concepts via the Internet. Yet I still wonder about the transformative power of a new model that flips a tired, traditional model. First, teacher delivers content. Second, students do something with the content. (In some classrooms this step is optional.)
Questions that make me go hmmm…
- How do we navigate informal learning, formal learning, with considerations for space and place?
- Is the process of watching a teacher teach online a powerful learning tool for the majority of students? What would makes this learning “stick” for kids?
- Is the Flipped model a one-size-fits-all strategy?
- Is this purposeful homework? If we are embracing learning anyplace, anytime, is it necessary for students to attend school in a building for 5 hours per day and also require them to watch instructional videos at night? For more on this, and the Flipped model in general, check out Lisa Nielsen’s thought-provoking post Five Reasons I’m Not Flipping Over The Flipped Classroom
- In what ways might this model promote student ownership of learning?
Exploring the Edges
An interesting insight around the discussion on Flipped classrooms is David Truss’ post on Flipping Professional Development. Informal learning before, during and after professional development is unstoppable. While industrial age school structures still pose significant barriers, the importance of exploring the edges to elicit change in education is a “necessary disruption.” (see the Necessary Disruption blogposts by Bruce Bearisto)