How our flipped learning model changed instruction and lesson planning

What we did:

  •  Enrolled all students in Edmodo (eventually switched to Schoology)
  •  All writing tasks became shared documents, and some published online
  •  All background information, context, and multimedia was offered online
  •  Online discussions accompanied videos and other online material
  •  Spelling and grammar review done outside of class
  •  Book reviews became online reading response and video journals

Why we did it:

  •  New teacher in the department, lack of additional resources
  •  Piloted program in anticipation of district 1:1 initiative
  •  Curriculum review indicated complete overhaul of traditional textbooks
  •  Response to positive research and student interest
  •  Both of us (teachers) were confident technology users

How this flipped model changed instruction and lesson planning:

  •  Needed to think outside the traditional box for everything
  •  Lots more time online discovering resources
  •  Shift from learning the media to using the media to learn
  •  Allowed for far more integration among units / concepts
  •  Shifted student writing for self (or teacher), to writing for world
  •  Online discussions helped more students be heard
  •  Ability to customize entire units to the student
  •  Customization creates significantly more preparation
  •  Instant formative feedback for just about any task
  •  Used the Understanding by Design planning method
  •  Utilized more rubric-based peer evaluation
  •  Had to find ways to help with access for some students

There were many positive results from our model:

  •  97% proficiency on MN writing test, increases in reading scores
  •  Many students wrote conscientiously for a world audience
  •  Greater mastery of spelling and grammar conventions
  •  More confident reading, especially Shakespeare
  •  Richer experience with thematic units (mythology, poetry, etc.)
  •  More engagement from shy students
  •  Better continuity when students were absent
  •  Strong parent buy-in; they seemed to appreciate the change
  •  Eliminated many of the excuses students use (lost papers, etc.)

There were some negative results as well:

  •  Frustration with the iPads, which were used frequently
  •  Temptation to plagiarize too great for some students
  •  Procrastination proved a barrier to additional freedom
  •  Shared machines created challenges with logins, accounts.
  •  Some limitations with contemporary copyrighted texts.

 

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s