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Our second keynote speaker ofDay 1 of Edustat, Aaron Sams, gave an energetic presentation on his extensive experiencewith the flipped classroom concept. He joined and addressed the conference fromSan Diego, speaking to the crowd via synchronous video over the IEN.
Aaron has been an educator since2000 and currently teaches Chemistry and AP Chemistry in a Colorado highschool. Learn more aboutAaron. He was eager to share his approach and connect with other educators.Write him an email (aaron@flippedclass.com),follow him on Twitter (@chemicalsams), or take a look at his blog (http://chemicalsams.blogspot.com).
Sams is a high school teacher,but sees the value of the flipped classroom model at many grade levels.
The biggest question of the flippedclassroom model is: What is the most valuable use of classroom time? Theanswer, says Sams, is not what it used to be. Students used to go to schoolbecause that is where they had the most access to knowledge. Most of thatinformation came from their teacher. Today, students have access to informationaround the clock, and resources abound. Simple lectures and worksheets do notcapture a physical teacher’s value. Students can now access lecture informationat home, then process that information and learn how to apply and use it in theclassroom.
In this way, content deliveryhappens during down time, and a teacher adds value through face-to-faceinteraction with students. The flipped classroom often overlaps the blendedlearning model.
By archiving lessons and havingstudents watch them at home, Sams is able to allow students to work at theirown paces. But that instruction does not just have to happen at home, and itdoes not have to be delivered solely via video. Students can work throughcontent at their own pace in the classroom as well, receiving special attentionfrom the instructor when they have questions.
An instructional managementmakes it possible for students to work at different paces. The system allowsSams to generate random tests that prevent students from cheating or copyinganswers from their peers.
The flipped classroom is not aone-size-fits-all approach, and it often looks different for different educatorsin different subjects and grade levels. Sams offered examples from economics top.e. to demonstrate the flexibility of the flipped classroom model.
Sams also took the opportunityto address several misconceptions.
Misconception #1 is that theflipped classroom relies on video. In a lot of ways, the flipped classroom isnot all that different from we have always expected from students in somesubjects—for instance, reading at home in a literature class, then discussionwith a teacher in the classroom. The flipped classroom works exceptionally wellwith a video format, but it is not limited by it.
Misconception #2 is that flippedlearning creates a digital divide. Sams hasn’t found this to be true. Forstudents how lack the internet, he has the lessons available on flash drives.For those without computers, he burns DVDs. Other students simply do the workin class.
Misconception #3 is that flippedlearning propagates bad teaching (lectures). Sams and some of the examples hecites address this in several ways. They didn’t always choose lectures.Sometimes they drew from current events. They used other resources. They createdengaging videos and played characters. In one example, two characters explainthe lesson. One is the expert and one is clueless. The format allows forengaging banter and a question and answer format between the two characters.
For an easy association, Samsoffered a relatable example from his own experience. His snowblower broke down.So he searched the internet, found a step-by-step repair video on YouTube, andfixed his snowblower. Kids do the same all the time. Why not apply that modelto education? Watch the video, then practice in a classroom with the guidanceand supervision of an expert—the teacher.
And that’s the value of theflipped classroom. It’s a new tool that maximizes the value of the teacher. AsSal Khan suggested during his visit to Boise, the flipped classroom only makesthe teacher more important. It’s notmagic. It can’t replace teachers. But it can maximize the benefit of a teacherin the classroom.
The model even allows for whatAdora Svitak advocated earlier in the day. Sams offers the example ofmathtrain.tv, where students create math content videos to instruct theirpeers. Students love to teacher and share. It helps them learn better, and itmotivates them because they know they have an audience.
As a concept, the flippedclassroom harnesses new tools of technology to empower students and teachers inthe classroom.
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