Changes on the Way to My “Flipped” Classroom
My original post can be found here.
If you are an educator you are probably already familiar with the concept of a flipped classroom. For the benefit of anyone who doesn’t know you can check out this blog, it explains it quite well.
After reading this article (and then watching the 60 minutes clip with the Khan Academy founder) I promised that I would blog about the attempts that I have been making to change the way that I teach.
When I started teaching Grade 9 Science the course was already designed with a lot of student-centred ideas. I still teach lessons from time to time, but for the most part they explore, investigate and complete practice work that gets taken up and assessed. I manage to do most of this in class time (there are phases where they have homework, mostly related to major assignments) and the course is designed with a large emphasis on the lab process, lab writing, and the research process (we also use mind maps to support curriculum content). I also started using an online course module as part of my classroom this year which has allowed me to post online homework quizzes so students can monitor some of their progress.
What I would change going forward: the homework that is assigned that is content related in the future would be to learn the content. This would allow me to continue to spend as much time focusing on what we have agreed is important at my school and would hopefully allow me to even out the time spent on each unit (as it stands Space and Biology are on the neglected side). In the long run I think this would support the projects done in each unit.
My grade 11 class is the one that I made a conscious effort to make some changes to my teaching method. My first year I taught math and got into the “teach for the majority of class and give a few minutes of homework time” rut. When I got the chance a year later to teach 3U Physics I decided that I wanted to try to set my class up a little differently. I had two goals – provide students the opportunity to make use of lessons as it suits their learning styles; give as much in-class work time as possible.
These goals led me to:
– Assign readings the day before a lesson (this one is hard to motivate them to do)
– Try to shorten my “lessons”/notes as much as possible and make them example focused instead of content focused
– Post outlines of my lessons the night before (students can choose to print and follow along if desired)
– Post complete versions of each days lessons afterwards (students can listen to the lesson and print it out later)
– (Some choose note to print note and hand write the days lesson themselves)
– Provide as much class time for concept and practice exercises as possible
– Arrange the classroom to allow students to sit in groups
I find that this forces my students to think about what type of learner they are and choose which note method works best for them. As the semester progresses I also find that students use their class time more and more wisely (as they have now discovered that the course is not easy and that they are in Grade 11 and HW is actually a good idea). Having the students in groups (that they usually choose) promotes group work and encourages them to ask each other questions before they ask the teacher. Usually when I am asked questions now it is to clarify their understanding or find a math mistake in one of their solutions.
(I also use class TweetUps for this course, which I blogged about here if you are interested – this is used to encourage concept based discussion since class time is primarily used for problem solving.)
If I get the chance to teach the course again I will probably use videos (and reading so they can have a choice) as assigned homework to encourage them to do this part – which means I have have even short “lessons” (aka try an example or 2 as a class). I already post a link to videos done by the physics department at Earl Haig Secondary in Toronto (I did my placements with them) on my course website as a resource for extra help and I would like to explore the physics videos offered by Khan Academy.
Let the changes continue.
Hopefully I do end up back teaching some math in the near future of my career. And hopefully I can continue to make my classroom as student-centred as our current system allows.
And in case I don’t post again in the next couple of weeks,