Whenever educators get together to talk about things like “Excellence in Education”, you need to put on your hip boots.
"The research isn’t definitive, but ..."
But they will pick out and push the things they like anyway.
"The overall goal is to make actual instructional hours more efficient and effective."
How about eliminating all of the wasted time on mixed-ability, top-down, real world hands-on silliness in class?
"Flip the classroom"?
Yes, send the kids home to watch a video that can't answer questions and then waste time in class on group work with the teacher as the guide-on-the-side. One person in the group might actually discover something and then proceed to directly teach everyone else (right or wrong). That's supposed to be better than having a trained and properly prepared teacher do the job. As long as it looks like "active learning", they will be happy.
But in math, how does that work, exactly? You watch the Khan video one night (some I've seen are agonizingly slow), go in the next day to do some fun-time hands on group work, and then you go home and do a full homework set where the real learning is done. Oh yes, you also have to watch the lecture video for the next unit. I guess teachers don't mind direct instruction if someone else is doing it. They just want to see good ol' active learning in class. They can (and do) also send home notes to parents to work on math facts with their kids.
Done right, flipping requires more work at home from the student. It requires direct control of the teacher to ensure that class time is really meaningful. You don't get something for nothing.
"“The bricks and mortar part of school is no longer the essential piece of the relationship between a teacher and a student,” he said."
With flipping and having the teacher as the guide-on-the-side, what's left of that relationship? They don't even have to introduce the material anymore. They then have to run around to answer questions that were not answered by the video and that could have been answered by an introductory lecture.
This is just as bad as when they start talking about 21st century skills. Our middle school actually got kids to work on the school's blog site and encouraged kids to set up their own blog sites. But do they actually have anything to say, and can they actually use pre-21st century writing skills to do it? Haha and LOL because I don't have the writing skills to convey that meaning in other ways. I'm surprised my son never had a class in emoticon writing.
The only good thing is that many of their wacko ideas never get too far.
The GoLocalProv rankings are methodologically challenged. A school gets rewarded for simply spending, not for what educationally effective practices the resources get used. Note the silly comment in the GLP story that EGHS retained its top ranking "despite" its low per pupil spending.
Also, the student teacher ratio can mask how the teachers are used. A class of 30 with 2 teachers produces the same ratio as a class of 25 and a class of 5 with one teacher each respectively.
Flipping the classroom is not the magic bullet; however, we should not be quick to dismiss such concepts either. As you note, flipping actually requires the teacher to use the time saved in a purposeful manner. Until we take seriously the hard work of differentiating how students learn, matching the right teacher (skills) with the right group of students, and moving away from the easy model of fixed time, place, pace, and schedule for learning, we'll be stuck in the same place, just dressed up with 21st century gadgets.
Flipping doesn't mean acceleration, and it isn't a method for dealing with differentiated instruction. Differentiation in high school is done with different levels. NKHS has three levels so one teacher can focus on one presentation and content that targets all students in the class. Proper flipping requires more work from students. It's not a way to rearrange work to get something for nothing. If teachers push the lecture to homework to get more time with "real, active learning" in class, then what are they taking away from homework? Hopefully nothing. I don't think that's what happens. Other homework is reduced or kids really don't watch the online video.
In the lower grades, flipping won't help one bit. The problem is full inclusion and low expectations. It's enrichment over acceleration. It's schools that talk about critical thinking and understanding, but don't ensure mastery of basic skills and content. They have a different view of education.
My son's first grade teacher said that "Yes, he has a lot of superficial knowledge" when we mentioned (off hand) that he loved geography and could find any country in the world. Ironically, later in the year, he had to show the student teacher where Kuwait was when they were doing a silly thematic unit on sands from around the world. So much for top-down and thematic learning. Many teachers really don't like kids who have great memories. It's great if you can draw a picture or do a dance to remember something (that's authentic), but if you just remember it, then it's rote or superficial.
Flipping just rearranges the chairs on the deck of the Titanic unless it's used to increase work and expectations. They might pull that off at Phillips Exeter or Rocky Hill with their Harkness Table approach, but I don't see schools using flipping as a way to increase expectations. It's a way to allow teachers to do only the fun stuff in class as the guide-on-the-side. It's pedagogy gone wild.
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Whenever educators get together to talk about things like “Excellence in Education”, you need to put on your hip boots.
"The research isn’t definitive, but ..."
But they will pick out and push the things they like anyway.
"The overall goal is to make actual instructional hours more efficient and effective."
How about eliminating all of the wasted time on mixed-ability, top-down, real world hands-on silliness in class?
"Flip the classroom"?
Yes, send the kids home to watch a video that can't answer questions and then waste time in class on group work with the teacher as the guide-on-the-side. One person in the group might actually discover something and then proceed to directly teach everyone else (right or wrong). That's supposed to be better than having a trained and properly prepared teacher do the job. As long as it looks like "active learning", they will be happy.
But in math, how does that work, exactly? You watch the Khan video one night (some I've seen are agonizingly slow), go in the next day to do some fun-time hands on group work, and then you go home and do a full homework set where the real learning is done. Oh yes, you also have to watch the lecture video for the next unit. I guess teachers don't mind direct instruction if someone else is doing it. They just want to see good ol' active learning in class. They can (and do) also send home notes to parents to work on math facts with their kids.
Done right, flipping requires more work at home from the student. It requires direct control of the teacher to ensure that class time is really meaningful. You don't get something for nothing.
"“The bricks and mortar part of school is no longer the essential piece of the relationship between a teacher and a student,” he said."
With flipping and having the teacher as the guide-on-the-side, what's left of that relationship? They don't even have to introduce the material anymore. They then have to run around to answer questions that were not answered by the video and that could have been answered by an introductory lecture.
This is just as bad as when they start talking about 21st century skills. Our middle school actually got kids to work on the school's blog site and encouraged kids to set up their own blog sites. But do they actually have anything to say, and can they actually use pre-21st century writing skills to do it? Haha and LOL because I don't have the writing skills to convey that meaning in other ways. I'm surprised my son never had a class in emoticon writing.
The only good thing is that many of their wacko ideas never get too far.
Posted by: SteveH at May 24, 2012 10:45 PMThe GoLocalProv rankings are methodologically challenged. A school gets rewarded for simply spending, not for what educationally effective practices the resources get used. Note the silly comment in the GLP story that EGHS retained its top ranking "despite" its low per pupil spending.
Also, the student teacher ratio can mask how the teachers are used. A class of 30 with 2 teachers produces the same ratio as a class of 25 and a class of 5 with one teacher each respectively.
Flipping the classroom is not the magic bullet; however, we should not be quick to dismiss such concepts either. As you note, flipping actually requires the teacher to use the time saved in a purposeful manner. Until we take seriously the hard work of differentiating how students learn, matching the right teacher (skills) with the right group of students, and moving away from the easy model of fixed time, place, pace, and schedule for learning, we'll be stuck in the same place, just dressed up with 21st century gadgets.
Posted by: Col at May 29, 2012 5:23 PMFlipping doesn't mean acceleration, and it isn't a method for dealing with differentiated instruction. Differentiation in high school is done with different levels. NKHS has three levels so one teacher can focus on one presentation and content that targets all students in the class. Proper flipping requires more work from students. It's not a way to rearrange work to get something for nothing. If teachers push the lecture to homework to get more time with "real, active learning" in class, then what are they taking away from homework? Hopefully nothing. I don't think that's what happens. Other homework is reduced or kids really don't watch the online video.
In the lower grades, flipping won't help one bit. The problem is full inclusion and low expectations. It's enrichment over acceleration. It's schools that talk about critical thinking and understanding, but don't ensure mastery of basic skills and content. They have a different view of education.
My son's first grade teacher said that "Yes, he has a lot of superficial knowledge" when we mentioned (off hand) that he loved geography and could find any country in the world. Ironically, later in the year, he had to show the student teacher where Kuwait was when they were doing a silly thematic unit on sands from around the world. So much for top-down and thematic learning. Many teachers really don't like kids who have great memories. It's great if you can draw a picture or do a dance to remember something (that's authentic), but if you just remember it, then it's rote or superficial.
Flipping just rearranges the chairs on the deck of the Titanic unless it's used to increase work and expectations. They might pull that off at Phillips Exeter or Rocky Hill with their Harkness Table approach, but I don't see schools using flipping as a way to increase expectations. It's a way to allow teachers to do only the fun stuff in class as the guide-on-the-side. It's pedagogy gone wild.
Posted by: SteveH at May 30, 2012 9:13 AM