After attending that really sweet Flipping Physics presentation a few weeks ago, I was left struggling to see how I might be able to "flip" my English or History classrooms in the future. There were questions of what topics to flip, how to flip (video, podcast, readings?), how much time and effort this whole thing would take, and just how would I get my students to do what I asked them, particularly at the middle school level?
In response, I Googled "flipping English" and basically searched until I found myself two teachers who have been flipping their English classes for quite some time. The first flipping English edublogger I found was Thomasson and Morris Flip the English Classroom. They're actually two teachers living across the country from one another, collaborating on their flipped English classrooms! This partnership is probably worthy of an entire blog post in and of itself, but I'll stick to flipping English. They've created a series of videos on a bunch of different topics which you can find on their Youtube channel. What I really liked about their website was how they listed several ideas for what could be flipped in an English classroom based on what they've done or what they've discovered from others. Like I had initially imagined, topics such as grammar and writing are probably easier to flip, even if it's just by audio recordings for students to listen to before class. What still stumps me (and these two teachers) is how to successfully flip reading. I guess you could technically say that asking students to read outside of class is some sort of variation on flipping English, but is there more teachers could be considering? I told them of my concerns for what to do with my future English classes and they replied that they mainly share videos of themselves reading text and walking through the writing process with their students in various segments. Their videos aren't high quality, but I think that makes them endearing and applicable to students (in one video they ask students to describe a famous cat meme for practice with a literary device). Once again, keeping learning relevant and interesting to students is key, particularly if you're asking them to work outside of class to learn the material first. For more specifics on their ideas click here.
I found another really great flipping English teacher named Catlin Tucker, who also happens to be really into technology in the classroom as well (double win!). I still had some questions about using videos and equity in terms of access to computers amongst students should I decide to flip my classroom. One of her posts talked about the utility of TedEd in creating a flipped classroom. The possibilities with that program sound great, and I know one group who's doing their webinar on TedEd, so I think I'll leave it up to them to tell us all about it. I like the option of selecting videos that are already made on the web because they require less time on my part preparing and editing, particularly if they are really great for my students learning. But, if we assign videos to watch every night, what about the students who don't have access to internet or a computer for whatever reason? I asked her about that in my comment on her TedEd post and she divulged a great idea. While she has never really struggled with equity issues because of her school's scheduling (students can use the libraries computers on off days from class), but she also compiles a Google map embedded in her website that identifies all the locations on campus and in the community where students can find computers and internet for free! I really like this idea and am thinking about even printing off copies for students in my classroom next year depending on where I end up teaching! Catlin's website has so much to offer teachers, especially in terms of technology and helpful hints to make the inclusion of technology in our classrooms that much simpler; I plan on bookmarking her site for future reference!
I'm quite thankful for the internet for assisting me in finding these lovely edubloggers who are also interested in (and actually implementing) flipping their English classrooms particularly since I was feeling a little lost after seeing how cool the concept was in a Physics classroom. These teachers showed me a number of possibilities that I had not thought of before, and I'm eager to continue checking in with them to see how it's going. This is a great example of the collaboration that should exist between teachers; we can and should be seeking each other out in order to learn about new ideas and practices to facilitate our students learning.
So I was as puzzled as you were after the flipped classrooms presentation. I was confused as to how an English classroom could be flipped. Michael said that when he approached Jon about it who said that in a way English classrooms are already flipped. With a substantial amount of the work (reading) done at home, class time can be spent interacting with students through discussions and collaboration. Like you though, I'm not completely convinced. In watching some of the tech tools in use presentations I've come up with a few ideas. The only thing that concerns me is how much work would we be assigning to our students outside of class… Between the readings to prepare for class and videos or other activities, would we be demanding to much? I don't think so if it's done right, we just can't forget about how much time students spend on the reading.
ReplyDeleteKelsey,
ReplyDeleteThanks for providing such a thoughtful post. I found both of your primary examples to be very informative. I too struggle with your questions about equity in the classroom with regards to reading instruction. I feel, just as our speaker Jon Palmer does, that if students have the motivation to succeed that it is not an issue of concern for teachers. However, as you said, it does become something worthy of consideration if students don't have access to computers and if students aren't consistent in doing the work necessary to prepare for class.
One final note I'd like to mention is that I found it very useful to hear you talk about the teacher who identified resources for her students on her classroom website. While this idea is hardly "mind-blowing", it is incredibly helpful for helping students know what tools they can use in their community. This is a very practical suggestion that I could see myself using in the near future. Therefore, I found it incredibly pleasing that you mentioned it in your post.
As for the flipped classroom idea, I think the biggest predictor of success is a combination of student-teacher commitment. I do think that students can sense how much effort teachers put into instruction. Having said that, I do think that a relationship of mutual respect is necessary to motivate both parties in the classroom setting. Do you have any closing remarks as to what the most important characteristics of success are in the flipped classroom model?
Kelsey! I'm glad you share a lot of the similar concerns that I have with the flipped classroom model. One of the main things I have been noticing recently about this model is that it relies heavily on students taking more responsibility and ownership over their own learning. This is something most of the students we'll encounter are used to doing. The model expects students to be able to watch these videos or lessons, to think critically and reflect about the material, and then if necessary the students have to re-watch the video in case they were still confused about certain aspects of the video. Unless we explicitly scaffold and teach students how to be independent learners, how reasonable is it for us to expect students to do these things if we are to use this model? I asked myself the question, when did I first gain the ability to be an independent learner and be able to do things such as think critically, ask questions about the content, and reflect on the material? I think most of us would say, "Not until I was in college."
ReplyDeleteHere's another problem to consider with the model. Which would we prefer, students not listening to lectures or students not doing homework? In the flipped classroom model, students who choose not to watch the videos at home miss the lectures. In a traditional model, students choose not to watch homework at home just miss practicing the material. I understand there is potential and a lot of advantages with this model (especially providing students extra support in class), but there are a lot of things that still need to be addressed. One suggestion I do have, which I heard recently at a conference is to begin by flipping only one or two lessons. You don't necessarily have to flip your entire semester to start, or ever for that matter.