Flipped learning shows much promise. I really like the idea of sharing content through a flipped learning classroom. As I watched and read about flipped learning I noticed that the examples were mostly science based. As I prepared for my research into Quality Questions, I noticed that most studies also focussed on science as well. This shows a lack of creativity or a lack of exposure on the part of the other subjects. I see that flipped learning could work well in many middle school and high schools. (as a proponent of play and socializing after school for primary and elementary school students, I do not recommend flipped learning for this age group.)
With FLipped Learning, students interact with ideas in the classroom where the teacher can then help them understand the concepts better after learning the content through a video lesson at home. As a middle school teacher who sees 7 minute lessons extend into 20-30 minute lessons because of interruptions, and tangents, I like the concept of a flipped model:
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First, I enjoyed most of the readings and some of the videos. More importantly, I learned or was inspired to become better in my teaching craft.
The class time is this class, 701, was enlightening. Learning from my peers and the speakers about what they have learned and what they are using was helpful. The discussions during our Zoom time went well. I appreciate how our cohort became more comfortable sharing ideas as the semester progressed. I have not been convinced that bringing in more technology is the panacea to educational issues. I question the efficacy of using computer technology in the primary and lower elementary schools. Our latest speaker, when I challenged her, points out the negative effects of technology changing our students’ brains. I question, then, why we would introduce more electronic stimuli to primary and elementary students in school. The 21st century skills of critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information do not, necessarily need technology infused elementary classrooms. Helping students learn the 4 Cs, likewise, does not necessarily need technology in the lower grades. Relating to today’s earlier blog about Flipped Learning, all, or almost all, of the examples were from high schools or middle schools. Regarding Challenge Based Learning, I see some, even a majority of, research being completed online, but much of the process and final projects do not require computer technology. With that said, I am excited about moving forward in our classes. The prospect of exploring CBL more in-depth inspires me to go on. I have thought about how I could inspire my students more in my classroom for all of my teaching career. I have, this semester, explored how to motivate students to ask more questions. The CBL process sounds like a perfect next step in my growth as a teachers and leader in my school. |
About MeAfter teaching for 20 years, I've decided to pursue a master's degree! Archives
July 2017
CategoriesThis is me working on my classwork... usually at night after the heater is off.... sitting long times makes me cold!
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