Mtention with this synthesis of “New Trends”, “Flipped Classroom” and “Khan Academy” was to take all the information I could gather together with the articles that were provided to us along with background knowledge and write a nice summary piece….then I started into the materials. The idea for the “Firehose of Information” took over and I started spinning in my own head (could have been the cold medication). I was faced with the ideas of others and they varied so greatly. The wealth of information out there is overwhelming and often contradictory. What is the best method of study? Who learns best in a flipped classroom? What biases were put into research? Is this the only place education is going? Any answers? You could look online for answers to all of these but you will end up with the same spinning effect that I felt. Here is what I came up with. So what do we do will all of this so called “research” that is out there? This “Firehose of information” that comes at us more rapidly than we can take it in? My advice: Try what you like and see how it works! Another member of OLTD 502 said in their presentation in week 3 “Every student learns differently in the same classroom”. This has really stuck with me. I believe you can do all the research you want but will not know if something works until you try it yourself. The way I teach, is different than the way you teach, which is different than the way someone else would teach. Some methods would work better with me then it would with you and vice versa. This goes for the students as well. I have attempted the flip classroom with two separate groups of kids. I tried it with a Calculus 12 class as well as with an Apprenticeship and Workplace 10 class. Guess which one worked and which didn't… The students in the Calculus 12 class were university bound students, or students that loved math. They were eager to try the lessons on their own and come back with their discoveries and questions. The Apprenticeship and Workplace math students were only there to receive their math credits in order to graduate and perhaps get into a trade that has little or nothing to do with math. They would seat fill for 90 minutes for one semester and do only what was required in that 90 minutes. Researchers can tell you that the flipped classroom will boost scores by 5.1% (Ferenstein, 2013) but students feel that there is a heavier workload in a flipped classroom (Straumsheim, 2013). Until you know your students and know your own teaching style and have actually attempted something new like the flipped classroom, you cannot truly know if it is best for all parties involved. Take all the journal articles, research papers, blogs, studies you can find, put them in a basket and push it aside. Focus on you and your students and try new things that you think will work for you and for them. The key word in that last sentence is TRY. There may be better methods out there but until you try you will never know. Join me References
Ferenstein, G. (Sep 18, 2013). The flipped classroom boosts grades 5%. why That’s as big as we can expect.. Retrieved from http://techcrunch.com/2013/09/18/the-flipped-classroom-boosts-grades-5-why-thats-as-big-as-we-can-expect/ Straumsheim, C. (October 30, 2013). Still in favor of the flip. Retrieved from https://www.insidehighered.com/news/2013/10/30/despite-new-studies-flipping-classroom-still-enjoys-widespread-support
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