Journal 3: Upside Down and Inside Out

NETS-T: 1, 2, 3, 4, 5

Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & leading with technology, 39(8), 12-14. Retrieved from http://www.learningandleading-digital.com/learning_leading/20120607?pg=14&pm=2&fs=1

Educators have come up with a new structure for classrooms, called “flipped” classrooms. Students watch or listen to their lessons at home, and do the traditional “homework” in the classroom. The idea came from science teachers in Colorado, Jonathan Bergmann and Aaron Sams. The idea has caught on, encompassing over 3,000 teachers. Many teachers across the country are jumping at the idea, but teachers, parents, and educational groups find flipped classrooms to be flawed or a fad (12).

At the beginning of class, the teacher goes over what the students learned that night, answers questions, and finally sends students to work individually at their own pace. The teacher walks around the classroom, seeing who needs help. There are times when groups of students do not understand the material, so the teacher will work on it in front of the class. During discussions, feedback is given to allow the teacher determine what areas students need to work in and how to help solve the problems. Teachers are able to come up with their own curriculum. Teachers are able to create their own lessons instead of the ones from textbook companies.

Teachers found it challenging at first. One problem was keeping ahead of the lessons. Another was classroom management. Teachers had to work collaboratively with one another to ensure students success. Not only did it help students, teachers were able to have professional growth (14). The data shows that students are maintaining a higher level of proficiency (16). Standardized tests have also shown dramatic changes. Teachers talked to the students after every class to get their responses.

Teachers in other grades and departments are trying different uses of the flipped classrooms. Teachers are using the flipped classrooms to help students use technology and to give students a new instructional approach.

Q1: How could a flipped classroom work in a social studies class?

A1: The article focused on how the flipped class can work in math and science classes. For history, online curricula can be effective for students. The class can be a place for projects and other assignments traditionally done at home. Lectures done at home can ensure more time for the students to work through assignments and prepare for tests.

Q2: How can teachers make sure students are listening or watching their lessons?

A2: Much like traditional classrooms, teachers need to ensure students are doing all of their work. Beginning class with checks, such as quizzes can keep students accountable for the information. If students do not have access to Internet, teachers can create lunchtime sessions for students to listen or watch the information, as well as answering any problems students may have.