A couple days after writing my latest #flipblogs contribution about the origins of my flipping, I found this Word document from June 2013. That's the month when I was starting to read Flip Your Classroom, at the end of my first year teaching Social Studies after 8 years of ELA. After months of using the textbook for homework + lengthy class lectures, I knew things weren't going great.
At some point in the final weeks of the year, I divided the class into 4 seating groups, each with the task of brainstorming what does/doesn't work about one form of teaching. Then I did the same one day later for 4 different types of assessment. The summary of their findings are in these charts:
At some point in the final weeks of the year, I divided the class into 4 seating groups, each with the task of brainstorming what does/doesn't work about one form of teaching. Then I did the same one day later for 4 different types of assessment. The summary of their findings are in these charts:
This compilation confirmed the likely benefits of flipping my classroom. It combines the best of class lectures (clear & organized presentation) without the disadvantages (inactivity & speed challenge); also it allows for the positives of "learning together" and "teaching themselves", without many of the disadvantages because everyone got the direct instruction first. Best of all, these details came from my own students!!
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