Blog Entry #3: "Upside Down and Inside Out"

           The article entitled, “Upside Down and Inside Out”, of the June/July 2012 issue of Learning and Leading talks about flipping your classroom to improve students learning.  The flipped classroom upturns traditional teaching methods by delivering instruction online and outside of the class, while moving “homework” into the classroom.  Basically, the traditional classroom was when the teacher would lecture the class about a topic, but now the flipped classroom is when the teacher helps students with an activity.  This article focuses on looking into Bryon High School in Minnesota where one of the calculus classes uses a flipped classroom style.  Many times, these flipped classrooms are an innovative way of learning and students can use new technologies such as iPads, smartphones and electronic white boards.  Students in a flipped class, such as the calculus class in Minnesota, can choose to work in groups or individually.  While students are working on their assignments in class, the teacher is helping them if they have questions.  The reason why some schools decide to flip their classrooms is because of budgets.  It is cheaper to have a flipped classroom because schools don’t need to buy new textbooks and can learn through watching YouTube videos.  Studies have found that students learning and achievement is higher and scores are increased in flipped classrooms than in a regular classroom setting.

            I can definitely see the pros and cons for flipped classrooms.  I do think it is great for students to independently learn and teach themselves at home, but then where does the teacher’s role go if students are teaching themselves?  When it comes to flipped classrooms, are teachers now just mentors in the class?  After a long process for the teacher to get their teaching credential, it seems unfair for them to not be able to teach a class after all of their hard work.  I do, however, think this style of a classroom does promote students to instruct each other and group discussions.  Lastly, the class is freed up from lectures, so teachers are able to develop open ended, cross-curricular projects that actively engage students and bring real life relevance to their studies.

            This article is related to the ISTE NETS performance indicator number four, ”Critical Thinking, Problem Solving, and Decision Making”.  This performance indicator highlights students to use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.  The flipped classroom promotes students to think and problem solve on their own because they are learning the lesson at home by themselves without a teacher.  The flipped classroom instruction also encourages students to make decisions on their own without much help from their teacher.

Fulton, K. (2012). Upside down and inside out. Leading and learning with Technology, 39(8), 12-17.