Education Reform – Flipping classrooms: Does it make sense?
By Valerie Strauss, 06/07/2012, Washington Post
One of the biggest trends in classroom teaching is the “flipped classroom,” which lives up to its name: Students learn lessons at home — with the help of videos and/or other materials their teachers provide — and then do their “homework” in class, getting individualized help from the teacher and working with other students.
In recent years this has been gaining popularity and now thousands of teachers around the country are using it for subjects ranging from math and chemistry to history and even gym, where teachers send home explanations for games and exercises that students then do in class without wasting time doing much talking).
At the Bullis School, in Potomac, Stacey Roshan works with sophomore James Li, 17 in her flipped AP Calculus class. (Sarah L. Voisin/WASHINGTON POST) A new book called “Flip Your Classroom: Reach Every Student in Every Class Every Day”is coming out this month, written by Jonathan Bergmann and Aaron Sams, two teachers who began flipping their class seven years ago in Colorado. Meanwhile, the fifth annual conference on Flipped Learning is being held this summer in Chicago.
Tom McDonald’s Comments:
The ‘flipped classroom’ is a step in the right direction, but does not parallel brain based, research proven, market proven, learning methodologies.
Where are the documented, individual learning gains, using flipped classroom methodology?
In your opinion how does the current system of instruction and the flipped classroom integrate the new learning model of ‘ Teacher facilitated, truly personalized instruction over time, with teacher facilitated, truly personalized reinforcement over time, in a teacher facilitated, truly personalized blended learning environment over time’? Are we close, closer, or have a ways to go?
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