|
|
Success in Reading Requires EFFORT!
Lessons for
Our Flipped Classroom
Ms. Merashoff's 9th Grade Intensive
Reading Classes in Room 10-103
at
Palm Bay High School
What is a FLIPPED Classroom?
1. What is it?
The flipped classroom is a pedagogical model in which
the typical lecture and homework elements of a course are reversed.
Short video
lectures are viewed by students at home before the class session, while
in-class time is devoted to exercises, projects, or discussions. The
video lecture is often seen as the key ingredient in the flipped
approach, such lectures being either created by the instructor and
posted online or selected from an online repository. While a prerecorded
lecture could certainly be a podcast or other audio format, the ease
with which video can be accessed and viewed today has made it so
widespread that the flipped model has come to be identified with it.
The notion of a flipped classroom draws on such
concepts as active learning, student engagement, hybrid course design,
and course podcasting. The value of a flipped class is in the
repurposing of class time into a workshop where students can inquire
about lecture content, test their skills in applying knowledge, and
interact with one another in hands-on activities. During class sessions,
instructors function as coaches or advisors, encouraging students in
individual inquiry and collaborative effort.
2. How does it work?
There is no single model for the flipped classroom— the
term is widely used to describe almost any class structure that provides
prerecorded lectures followed by in-class exercises.
In one common model, students might view multiple lectures of five to
seven minutes each. Online quizzes or activities can be interspersed to
test what students have learned. Immediate quiz feedback and the ability
to rerun lecture segments may help clarify points of confusion.
Instructors might lead in-class discussions or turn the classroom into a
studio where students create, collaborate, and put into practice what
they learned from the lectures they view outside class. As on-site
experts, instructors suggest various approaches, clarify content, and
monitor progress. They might organize students into workgroups to solve
a problem that several are struggling to understand. Because this
approach represents a comprehensive change in the class dynamic, some
instructors have chosen to implement only a few elements of the flipped
model or to flip only a few selected class
sessions during a term.
I am
very excited about trying this model for some of my lessons. This
model will give my students more time for hands-on, interactive
activities.
For
those without Internet access, we have computers in the classroom that
can be used before the due date of the FLIPPED assignment or students
can use the computers in the library for the same purpose.
Please ask you child how they feel about this new FLIPPED model of
learning after we complete the first two FLIPPED lessons this week.
|
HAVE A GREAT DAY!