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I use the flipped classroom model in a couple of different ways. I do
flipping actually in class and outside of class: What I'll do is, when I do in-class,
I'll have my students...like for example, when I tee off the urinary systems--I teach
Human Anatomy and Physiology--I'll have them watch three videos that range from 35 minutes
to an hour long, and then what I'll do is after each individual video I make them take
a short quiz, just to kinda see what they retained after watching that video. And then
I use that as a stepping stone into my lab in the following class period, so they come
in, they already know the structure of the kidneys and the urinary system, so we can
just get right into doing the dissection, identifying the parts, tracing blood flow
through the kidneys, and so on. And kinda the neat thing about doing that as well is
that I get instant feedback into how students are just retaining the information right away
when they're watching the videos. And what I've noticed is some of my top-performing
students actually kinda don't do well on those quizzes right away, and vice versa with some
of my lower performing students, and that kinda shows me kinda who's putting in more
of the effort outside of class, and how I should kinda gauge my conversations with students
individually, and you know, try to help them keep their grade up or get their grade up.
The keys would be, I mean, for starters, just having a good, solid lesson plan, and then...and
not being afraid to experiment. 'Cause, you know, I've talked to some teachers about this
and they've just, you know they've given it a try, the flipped lesson was a flop and they
just gave up on it. So you have to be willing to experiment, and, you know, see what works.
But definitely, you know, a good mixture of activity, group activity, maybe throwing in
lecturing, because you don't have to have the classroom activity last the entire class.
That could be, you could make that last halfway through and then that could be a good transition
into, you know, myself or another teacher moving on and lecturing about another topic,
except not for, you know, a long period of time. So it's just making sure that your students
are engaged, you know, with each other, with me, the teacher, and then just like I said,
kinda self-assessing, and then making sure, you know, seeing what works, what doesn't,
how much time should I spend, how much time should I have them doing this group activity,
how much time should I spend talking to them, and so on. One thing that I think is kind
of alluring about this concept is that the students are in control when it comes to the
lecture side of it. 'Cause you're having them watch the lecture on their own. And there's
a pause button, there's a rewind button, you know, they could go home, they could watch
the lecture, they could get halfway through, quarter into it, they could make dinner, go
to the bathroom, whatever they have to do, and come back and, you know, continue watching.
So being that the students are more in control, I mean, obviously the burden of responsibility
is on them to get it done, but they get it done on their own time. And then, I mean,
who wouldn't want to hit pause, who wouldn't want to pause the teacher in the middle of
the lecture, you know. So I think that part right there is very conducive, especially
just kinda how our students are becoming nowadays anyway, with how digitally social media technology-minded
we're becoming, so that kinda just plays into that as well. So the fact that they have control,
I think, makes them more apt to actually pay attention and follow along, and like I said,
they can just hit pause.