The Flipped Classroom Infographic was very informative and was a great source of basic background knowledge. I found it interesting that the Flipped Model was organically created out of a real need for students to access lectures after being out sick. This makes sense. I was also impressed by the data produced by by Clintondale High School outside of Detriot. In the traditional model, 50% of freshman flunked English. After using the Flipped model only 19% failed English. The data alone makes a strong case for using the flipped model. April Tucker's Website gave a good overview on how a teacher might implement the Flipped model in their own classroom. I really like the 10 Do's and Don't of Flipped teaching. I still have some confusion on the different types of "flipping" Traditional, Explore-Flip-Apply etc. I think I would need to watch some actual observations to see the difference between these styles. I think this would be a go-to resource for teachers looking to try the Flipped Model. I enjoyed exploring Dr. Ramsey Musallam's website, although I did not ever find the Resources link. I love his passion for inquiry and curiosity. I thought he brought up a great point that providing boring content in a Flipped model is still a boring lesson. Just because you use a flipped model, does not mean the instruction, learning or engagement improves. I think moving to a Flipped model is the result of changing your core instructional practices. The link to the ISTE Special Interest Group (SIG) on Interactive Learning and Teaching Webinar on Flipping Your Classroom did not work. So I google ISTE flipped learning and found this article . What I found interesting about the article is that it talked about using screencast in Flipped model and traditional models. The article discussed using screencast as a way for traditional classrooms to provide additional supports for struggling students. Students can watch the content repeated times, or work at their own pace. If a few students need reteaching or extension, teachers can use screencast as a way to differentiate instruction. I can also see this as being of great use in PBL projects. Teachers could post screencast or othe video content for students to access repeatedly or as their group gets to those tasks. Challenge Based Learning Video- I really enjoyed seeing the empowerment of children. These kids felt like a valuable member of society that was able to contribute and make a difference. This is what PBL would call true Authenticity. This is a real world problem, not a simulation or pretend situation. I think kids were very engaged because it was real. Their success or failure affected real people. Several of the links did not work (I requested access). I did read the Challenge Based Learning Guide. This is an over view of the components and guiding practices of CBL. I did see a lot of similarities between CBL and PBL. I liked the greater emphasis on Authenticity. I can see how it leads to better engagement. The authenticity piece is one that PBL teachers at my school struggle with. I think the examples in the video are "doable" even in an elementary school. I liked their process in planning the units starting with Big Ides, then Essential Question and then Challenge/Action. I liked the structure of mini projects within the greater project. My immediate response is this sounds great...but how will it fit with mandatory assessments. In the FAQ section I took a Jing screenshot of their answer: I liked exploring the Challenges and seeing how they would incorporate the standards into their units. I can tell that students communication, creativity, collaboration and engagement would be very strong in CBL. I am interested in exploring the challenges further to steal ideas to incorporate into PBL projects.
Reflection: Daniel Pink argues that "carrot and stick" motivation has been scientifically proven not to work. Curiosity and meaningful experiences motive people to learn. Both Flipped learning and CBL provide better opportunites at meaningful experiences. CBL engages students in real world problem solving. Students are engaged in helping others. Their solutions matter to real people. I think that my current experience with PBL in elementary school has always been more of a simulation than real authenticity. Teachers uncomfortable with the change from traditional insturction still teach PBL projects in the same manner (teacher driven instruction) as traditional. I think using some aspects of the Flipped Model in PBL projects might allow teachers to release control of "content" and leave some room for voice and choice for students. A major complaint about PBL in an elementary school is that the teacher ends up doing all of the research. If students can't read, they can't research. Using the flipped model, teachers could link videos and articles to teach content. This would give some choice and differentiation students in a controlled manner. I think I could use the CBL challenge resources to create more authentic projects for students. I plan on sharing these resources with my teachers at our next professional development.
2 Comments
Jennifer Wade
12/5/2016 05:09:50 pm
I appreciate that you looked at this so closely and after also reading your reflection I think we can both agree that it is a big leap of faith to attempt this CBL model and hope that it helps our test scores. It would be interesting to try it at least once a year. Again, I have to be realistic about the limitations of my grade level, but maybe it just means we write letters to children in hospitals or elders, veterans...Giving more meaning to their writing may certainly up the motivation...now back to dibeling! :) hee hee
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12/10/2016 05:04:00 pm
I agree that the data shows strong support for the flipped model. I have personally seen better results from my kids. One of my initial concerns was that my kids do not do their homework. And how am I going to help them help themselves by completing it. In one study I found that the teacher put secret codes in his work that the kids were suppose to do when they were asked about the homework. I think that is a genius way to have your kids tell the truth about their homework.
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