I must echo and support Carolina Buitrago's terrific recent blog post "What Flipping Is Not". She warns against stretching the definition so far that "flipped-learning" loses its meaning, or that it gets incorrectly applied which leads to false advertising and misunderstandings of the method. Her post contains so many valuable statements, including:
I blogged about something similar a couple times last July:
Both posts received some pushback from colleagues who prefer an "elastic" definition, but Carolina's well-researched article illustrates, explains, and demonstrates the dangers. I suppose that flipped teaching could be achieved well even with textbook readings, depending on how the teacher follows up in the group-learning space. Within the parameters of my daily 45-minute class periods with 13-14 year-olds in social studies, though, I cannot imagine going back to text-based homework tasks. Flipping with videos solves nearly all the problems that I was trying to fix 5 years ago.
I don't have much to add because Carolina wrote so much and expressed it so well. Thank you for reaffirming the power of #flipblogs!! :)
Both posts received some pushback from colleagues who prefer an "elastic" definition, but Carolina's well-researched article illustrates, explains, and demonstrates the dangers. I suppose that flipped teaching could be achieved well even with textbook readings, depending on how the teacher follows up in the group-learning space. Within the parameters of my daily 45-minute class periods with 13-14 year-olds in social studies, though, I cannot imagine going back to text-based homework tasks. Flipping with videos solves nearly all the problems that I was trying to fix 5 years ago.
I don't have much to add because Carolina wrote so much and expressed it so well. Thank you for reaffirming the power of #flipblogs!! :)
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