Well folks, it is safe to say that I have completely and totally jumped into the flipped classroom model. I am officially on the bandwagon. In fact, I’m so much in love with the concept that I can’t imagine reverting to the sage on the stage model I previously used!
Using the flipped classroom model, I am free to actually help students understand concepts that are addressed in our class. I can help them with “homework,” review concepts with them, and spend more time on activities that will help solidify their understanding. For example, I was able to spend nearly a full week analyzing one of the Federalist Papers with my students…guiding them through actively reading the essay. Prior to implementing the flipped model, I would have felt rushed and worried about including such an activity and spending so much time on the activity because I would be worried about “getting through” the content in class lectures and discussions. The flipped model is great!!
As my first quarter as a “flippin’ teacher” draws to a close, I’ve enjoyed the opportunity to reflect on the success of my new teaching strategy. I’ve been able to compare my students’ quarter final scores from last year to their scores this year. What are my findings, you ask?
When I compare scores on the 1st Quarter Final this year to the results of the same test last year, the scores have increased almost 4%!
That may not seem like much, but I would gladly accept a 4% increase on my EOC scores!!
I definitely will not contribute all of the success to the flipped model…I know I have different students who are functioning at different levels academically who come from different backgrounds.
However, I believe at least a good portion of the increase this year can be attributed to the flipped model.
The vast majority of my students have indicated that they prefer listening/watching to my lectures via YouTube videos because they can:
- pause me
- rewind me
- listen to me as many times as they need to in order to understand the concept