Gehly 1 Outline I. Introduction A. AS THE USE OF TECHNOLOGY HAS GROWN AND MADE ITS WAY INTO CLASSROOMS, A NEW learning idea, called a flipped classroom, has developed. This model provides a collaborative, student-centered classroom with a more learning-based environment that is moving away from the use of a teacher-centered classroom. B. A flipped classroom offers a unique way of engaging students in collaborative work and projects, as well as personalizing and individualizing instruction for students.
Teachers typically post short online videos or podcasts for students, allowing for more class time to be devoted towards explaining in depth and mastering the material through cooperative learning exercises, projects, and discussions. C. The flipped classroom model will have a positive effect on students to depend on learning with technology, rather than learning through a teacher. II. PREMISE 1: STUDENTS HAVE MORE CONTROL A. Learn content at their own pace/work efficiently B. Reflect and set goals C. *Con: The Digital Divide III. Premise 2: Promotes student-centered learning and collaboration A.
FREE UP CLASS TIME FOR MORE GROUP WORK/DISCUSSIONS B. CREATE THE NEED TO KNOW C. *Con: Students do not need more screen time IV. Premise 3: Lessons and content are more accessible A. All video lessons/podcasts are online B. More one-on-one time with teacher C. *Con: Not every student has access to technology V. Concluding Paragraph A. To conclude, in order for students to gain a positive view of learning with technology, the model of a flipped classroom will produce the greatest outcome. B. DESPITE SOME ISSUES, THE FLIPPED CLASSROOM CAN BE A VERY EFFECTIVE, HANDS-ON approach to improving student achievement and involving them in their own education.
When time is given for the students to learn the knowledge at home or Gehly 2 on their own time, it allows for collaboration and connections to be made in school, rather than taking class time to introduce new information and reviewing. C. THROUGH THE USE OF A FLIPPED CLASSROOM, STUDENTS WILL GAIN MORE CONTROL OVER THE information they are learning, they will learn to work in collaborative groups, and they will have their academic content readily available to them. VI. Logical Formula A. Students have more control B.
Promotes student-centered learning and collaboration C. Lessons and content are more accessible D. The flipped classroom model will have a positive effect on students to depend on learning with technology, rather than learning through a teacher Gehly 1 As the use of technology has grown and made its way into classrooms, a new learning idea, called a flipped classroom, has developed. This model provides a collaborative, student- centered classroom with a more learning-based environment that is moving away from the use of a teacher-centered classroom. A flipped classroom offers a unique way of engaging students in collaborative work and projects, as well as personalizing and individualizing instruction for students. Teachers typically post short online videos or podcasts for students, allowing for more class time to be devoted towards explaining in depth and mastering the material through cooperative learning exercises, projects, and discussions. The flipped classroom model will have a positive effect on students to depend on learning with technology, rather than learning through a teacher.
One of the primary purposes of the flipped classroom model in teaching students is that they will have more control over their learning. For example, “in a flipped classroom it is possible for students to have increased input and control over their own learning,” (“10 Pros and Cons”). Students can pause or rewind, take notes on the lectures, and discuss any questions with their teacher and peers (“What Is The…”). According to Bryan Goodwin, the brain wears off stimulus after about ten minutes, making it important that a change of stimulus, or emotional variety, takes place so that students can process, break down, and benefit more out of what they are learning (79).
It is important that students take their own time learning the content of the classroom that way it can not only improve their overall achievement, but improve their behavior in the class as well (“10 Pros and Cons”). Additionally, when students have more control over what they learn, it allows them to reflect and set future goals. As improvements are made from the flipped classroom, “students need to be aware of what they are learning as well as their progress towards meeting standards,” (“Blended Learning”). This is a reinforcement of making Gehly 2 sure students know what they are learning on their own time.
Through making student-centered goals, learners will have the ability to create a personal connection to their learning with repetition and focusing on the different styles of learning such as auditory and visual. Reflecting on one’s learning and setting goals also helps the student acquire factual content without even realizing it (“Saving Time”). One negative aspect to having students control their process of learning is that older teachers are dealing with a present issue known as the Digital Divide where not all teachers are technology savvy.
Since not all students have access to technology such as the Internet and older teachers don’t have the knowledge of creating a technology based environment, it will be difficult for some to envision digital enhancements in action in the classroom (“Saving Time”). The Digital Divide, which refers to underprivileged students, then furthers students from achieving well in school (“What is”). Despite the Digital Divide, the flipped classroom will allow students to have control over their learning pace and ability to reflect and set goals for themselves. In addition to students having more control over their own work, the flipped classroom will promote student-centered learning and collaboration.
For instance, “flipped classrooms allows class time [to] be used to master skills through collaborative projects and discussions,” (“10 Pros and Cons”). By having more group work and discussions after watching a video lecture, students will be encouraged to learn and reflect concepts with the guidance of their teacher (“10 Pros and Cons”). Often, teachers can spend too much time in class lecturing students. But, if the entire lesson is recorded and can be viewed in a virtual classroom, then the content will be available to watch at a more convenient time for the student (“Blended Learning”).
It is more effective to have the students take responsibility for themselves and use class time to work on group discussions or projects. As well as more classroom time, the creation Gehly 3 of a “need to know” basis, or realizing the relevance of classwork, plays a key role. In order for the flipped classroom to work, teachers need to create an engaging model of learning for their students, such as projects or demonstrations, so that they can see the significance and need to do their work, whether it is in or out of the classroom (“Blended Learning”).
Through this process, students will benefit more out of their learning because they will feel obligated to learn the information that will be used in class and in future assignments. A negative, however, of promoting student centered learning is that students will be spending more time in front of their computer screens. Not everyone may agree that this is a potential problem, but it can still cause serious problems to student’s learning processes since not everyone is as familiarized with learning through a computer (“10 Pros and Cons”).
It is the mere fact that society spends so much time on the Internet, not always for educational purposes either, that may be a factor in disturbing learning. Furthermore, even though learning through technology may cause much time to be spent in front of the screen, it can still encourage students to focus on their own learning and cooperation skills in the classroom. Along with a more student controlled setting, and collaborative work to be achieved, a flipped classroom will be beneficial because lessons and content will be more accessible to the student, provided that there is technology available in the school and classroom.
First of all, video lessons and podcasts are available online. This allows for “students who are forced to miss class due to illness, sports, vacations or emergencies” to catch up at a time that is best suitable for them (“10 Pros and Cons”). This allows for teachers to be more flexible in unplanned circumstances due to issues such as illness, and to eliminate make-up assignments. A second reason why it is important that content will be more available to students is that it will give more opportunities for feedback and one-on-one time with teachers.
For example, “studies have shown Gehly 4 that having teachers who recognize and respond to students’ social and emotional needs is at least as important to academic development as specific instructional practices are,” (p. 79, “Evidence”). This exemplifies just how crucial it is for the teacher to be ready and accessible to their students, especially for students at risk of struggling or not doing well. Even though a flipped classroom provides technological sources of learning, it may not always be accessible to everyone. This allows for much preparation, trust and dependency on technology, not only that
the source be provided, but that the student will take responsibility to view content at home (“10 Pros and Cons”). If the source of technology fails or the student forgets to view their lesson, it is important that the teacher have a back-up source of learning such as a handout or activity. In close, though not every student has the access or ability to technology, the teacher will always be prepared for any given circumstance with lessons and content easily available to their students.
To conclude, in order for students to gain a positive view of learning with technology, the model of a flipped classroom will produce the greatest outcome. Despite some issues, the flipped classroom can be a very effective, hands-on approach to improving student achievement and involving them in their own education. When time is given for the students to learn the knowledge at home or on their own time, it allows for collaboration and connections to be made in school, rather than taking class time to introduce new information and reviewing.
Through the use of a flipped classroom, students will gain more control over the information they are learning, they will learn to work in collaborative groups, and they will have their academic content readily available to them. Gehly 5 Works Cited Acedo, Mike. “10 Pros And Cons Of A Flipped Classroom. ” TeachThought. N. p. , 27 Nov 2013. Web. 10 Apr 2014. <http://www. teachthought. com/trends/10-pros-cons-flipped- classroom/>. Gobry, Pascal-Emmanuel. “What Is The Flipped Classroom Model And Why Is It Amazing? .” Forbes. N. p. , 11 Dec 2012. Web.
10 Apr. 2014. <http://www. forbes. com/sites/pascalemmanuelgobry/2014/04/10/will-the-sharing- economy-be-good-for-equality-im-still-not-convinced/>.Goodwin, Bryan, and Kirsten Miller. “Evidence On Flipped Classrooms Is Still Coming In. ” Educational Leadership 70. 6 (2013): 78-80. Academic Search Premier. Web. 10 Apr. 2014. Gullen, Kristine, and Holly Zimmerman. “Saving Time With Technology. ” Educational Leadership 70. 6 (2013): 63-66 Academic Search Premier.
Web. 10 Apr. 2014. Miller, Andrew. “Blended Learning: Strategies for Engagement. ” Edutopia. The George Lucas Educational Foundation, 12 Oct 2012. Web. 10 Apr 2014. <http://www. edutopia. org/blog/blended-learning-engagement-strategies-andrew-miller>.
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