Wednesday, November 27, 2013

Enhancing the Flipped Classroom

Love it or dismiss it, the Flipped classroom is a viable and relevant (or perhaps revelant for all those flipped classroom fan-boys and girls)  teaching style for the 21st Century Classroom. But I would argue that as we evolve in our understanding of teaching and learning styles we recognize that what is known as the Flipped Classroom is merely one piece of a larger instructional strategy.

Traditional Flipped Model
The traditional Flipped classroom model looks something like this. Students watch lecture videos at home and return to the classroom prepared for participating in activities, projects, and guided practice. At this point the student's learning is assessed and we repeat the cycle. The Flipped model, as it has been discussed over the past several years, talks a great deal about the video portion of this model. Many teachers get hung up on the technology, the videos, or even the internet connectivity to make this all work.

Revised Flipped Model
The revised model follows many of the same underlying strategies in the Flipped model, but focuses less on the video or the technology and more on the principles behind each stage of the learning/teaching process. Additionally, this model follows the TPACK model (Technology, Pedagogy, and Content) more closely than the traditional Flipped model.

While I'm still wrapping my own head around what good, 21st Century teaching looks like, I think a shift in the dialogue around the flipped classroom with instructional strategies as the focus is a healthy evolution of instructional technology and the Flipped Classroom specifically.

What about you? Do you agree with this revised model? How would you change or revise the Flipped classroom model?

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