What are the most effective flipped classroom research practices for different age groups?
The flipped classroom is a pedagogical approach that reverses the traditional order of instruction, by delivering content online before class and engaging students in active learning during class. This way, students can access the material at their own pace and time, while teachers can provide more personalized feedback and guidance. But how can you design and implement a flipped classroom that is effective for different age groups? Here are some research-based practices to consider.
Not all content is suitable for flipping. You should select the topics and concepts that are essential, relevant, and challenging for your students, and that can benefit from interactive and collaborative activities in class. Avoid flipping content that is too simple, too complex, or too peripheral for your learning objectives. You should also align the content with the curriculum standards and the assessment criteria of your grade level and subject area.
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C. Harun Böke
AI-literate maths teacher || Flipped Learning Master Practitioner
I respectfully disagree. All subjects at all levels are suitable for Flipped Learning, as long as certain guidelines are followed, some of which are; =>video length - max number of minutes = grade level (for example, max 8 minutes for Grade 8 students). => content divided into meaningful, small chunks - one skill / learning objective at a time. => instant and descriptive feedback available at all times. => age-appropriate language for better understanding (for example, no algrebra language to primary students).
The online materials that you provide for your students should be clear, concise, and captivating. You can use various formats, such as videos, podcasts, slides, texts, or animations, to present the content in an appealing and accessible way. You should also include interactive elements, such as quizzes, polls, questions, or feedback, to check for understanding, reinforce learning, and motivate students. The online materials should be short, ideally between 10 to 20 minutes, and easy to access and navigate.
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C. Harun Böke
AI-literate maths teacher || Flipped Learning Master Practitioner
A variety of learning materials engages students and hence promotes learning. Although it is overwhelming to plan, create and deliver these materials, if carefully catered, they can be used for a very long time, which means significantly less amount of time for planning and preparation.
The class time that you save by flipping the content should be used for engaging students in active learning activities that deepen their understanding and apply their knowledge. You can use different strategies, such as discussions, debates, case studies, problem-solving, simulations, or games, to foster critical thinking, creativity, and collaboration among students. You should also provide clear instructions, expectations, and roles for each activity, and monitor and facilitate the students' progress and participation.
One of the advantages of the flipped classroom is that it allows you to differentiate instruction and support according to the diverse needs and abilities of your students. You can use data from the online materials and the class activities to identify the strengths and weaknesses of each student, and to provide them with appropriate feedback, guidance, and resources. You can also group students based on their readiness, interest, or learning style, and offer them different levels of challenge and choice.
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C. Harun Böke
AI-literate maths teacher || Flipped Learning Master Practitioner
Unless you base your teaching on Mastery Learning, Differentiation strategies will not be as effective as you would expect. You can use differentiation to help students master the content. If students are allowed time and given guidance and support, they can master any content at any level. Any gaps they have can be filled with working on relevant content under guidance.
The flipped classroom is not only a change for you and your students, but also for other stakeholders, such as parents, administrators, and colleagues. You should communicate and collaborate with them to explain the rationale, benefits, and expectations of the flipped classroom, and to solicit their feedback and support. You can also share your experiences, challenges, and best practices with other teachers who are flipping their classrooms, and learn from their insights and suggestions.
The flipped classroom is not a one-size-fits-all solution, but a flexible and dynamic approach that requires constant evaluation and improvement. You should collect and analyze data from various sources, such as student performance, engagement, satisfaction, and feedback, to measure the effectiveness and impact of your flipped classroom. You should also reflect on your own practice, and identify the areas that need improvement or modification. You should also celebrate your successes and achievements, and recognize the efforts and contributions of your students and other stakeholders.
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C. Harun Böke
AI-literate maths teacher || Flipped Learning Master Practitioner
I find In-Class Flipping a better approach than a full-flip. My In-Class Flipped Mastery Method solves a very important problem: => HW Research shows that traditional HW method does more harm than good. - It helps widen the gap between hard-working students and not-so-hard-working ones. - It creates frustration (when students cannot do the HW) and stress (because the Hw is going to be marked) - It generally does not come back with feedback, but only a grade, which doesn't help students learn from thei rmistakes. There is little or no HW in my classes. Instead, students gradually grow into independent learners and study at home when they feel the need.
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