Community college instructors are “flipping” — putting lectures online to use class time for discussion, coaching and collaboration.
Flipped Classrooms Are Here to Stay write two teachers who flipped chemistry classes at their Colorado high school. Jonathan Bergmann and Aaron Sams recorded lectures and told students to watch the videos as homework.
Our students were on a block schedule, meaning they had 95 minutes of class time every other day. Every other night our students watched one of our videos—either online, from a flash drive, or on DVD—as homework and took notes on what they learned. We conducted laboratory experiments during class just like we had always done, but instead of rushing through the lecture and setup to get to the actual hands-on work, we were able to use the entire period to conduct in-depth scientific experiments.
“Flipped” students earn higher scores on tests, they write. Teachers can give more attention to struggling students in class. At home, “students can watch the instructional videos as many times as they need to, pausing and rewinding to take notes or read Powerpoint slides at their own pace.”
As flipped teachers, we spend our class time answering questions, monitoring experiments, probing deeper into the content, and guiding the learning of each student individually.
Sorry, that story is subscribers’ only on Ed Week Teacher. Here’s another version that’s open to all. Bergmann and Sams are the authors of Flip Your Classroom: Reach Every Student in Every Class Every Day.
I wonder: Would flipping work as well in other kinds of classes? If students won’t read the textbook, will they watch an instructional video?
“Flipping” lectures and homework is being tested at some schools, reports Ed Week.
In a Khan Academy pilot in suburban Los Altos, California (where I live), students in grades 5-8 watch Khan’s online math lessons at home and do exercises. Teachers can track students’ video watching and see how long each student takes to correctly solve 10 problems in a row for each math concept.
That’s not really a homework flip, since students do exercises at home, but it helps teachers quickly see where students are getting confused.
At Gwinnett School of Mathematics, Science and Technology in Georgia, John Willis requires physics students to view recorded lectures and other materials online, then uses short quizzes to make sure they follow through. He uses class time for demonstrations and experiments. Other teachers have followed his lead to save instructional time.
Mr. Willis said that what used to be a two-class-period process to set the groundwork for a laboratory assignment has been moved online—mostly with student-made videos explaining the setup procedures and hypothesis planning.
“It allows me to improve the connections I’m making with students, because now I can get into the material in a deeper way,” Mr. Willis said.
For a recent experiment using microscopes, Dr.(Susan) Kramer and another biology teacher posted YouTube videos of scientists discussing the equipment, photos of the school’s microscopes for the students to label, and their own videos explaining common problems in setting up the experiment.
“When [the students] came in, that shaved a half hour off what we would have normally had to eat up in lab,” she said. “So at a time when we’re trying to cram more into less, they’re already coming in prepared and ready to go and that saved us a lot.”
Flipping requires students to do more work on their own. It also requires all students to have access to computers. Los Altos and Gwinnett loan out laptops when necessary. (I’d bet the average Los Altos family owns 2.5 computers.)
“The canon of great literature, philosophy, and art is thriving — in the marketplace, if not on college campuses, writes Heather Mac Donald in City Journal.
The Great Courses (previously The Teaching Company) is turning a profit “selling recorded lectures in the humanities and sciences to an adult audience eager to brush up its Shakespeare and its quantum mechanics.”
Back when I was commuting to work, I listened to the history of western thought series on tape. One of their economics lecturers, Tim Taylor, is an old friend and former San Jose Mercury News colleague. Yes, back when newspapers made money, we had an editorial writer who understood economics — and math.
Khan Academy’s online video tutorials are being hyped to the skies, writes Rick Hess.
Khan Academy isn’t over-hyped, argue Bryan Hassel and Emily Ayscue Hassel on Ed Next. It’s mis-hyped. Salman Khan’s “short, engaging tutorials in math, science and other subjects” could be transformative with the addition of a key ingredient: excellent, live teachers.
The Hassels suggest letting students spend part of their school time viewing high-quality videos or smart software, which would replace “teachers’ rote lectures and one-size-fits-few whole group learning.” The best teachers would have time to work closely with more students.
Picture this: let’s say one class out of four in a school’s 4th grade has an excellent math teacher, and she spends half her instructional time on whole-group instruction and half on more dynamic/personalized learning. If Khan takes over the former whole-group time, two 4th grade classes could have that teacher just for personalized/dynamic learning. The effect is a 100% increase in the number of kids who get a top-tier in-person teacher — without reducing personalized instruction time with kids. She’d need a learning lab monitor for Khan time at school and time-saving digital tools to monitor kids’ progress (a la Wireless Generation or others; Khan’s experimenting with this, too). The change would be at least budget-neutral, and the great teacher could earn more within budget, since lab monitors are not paid as much.
Technology won’t replace good teachers, the Hassels writes. It can extend their reach.
Some propose “flipping” homework with instruction: Students would view the videos at home and work on solving problems in class. Thirty-nine percent of high school students do no homework, the Hassels write. They won’t watch instructional videos either.
Northern Arizona University will use ID-reading sensors to monitor attendance in lecture classes. It’s all in Community College Spotlight.
In a column dissing experts, NY Times columnist Nicholas Kristof describes the “Dr. Fox effect,” named for experiments in which “an actor was paid to give a meaningless presentation to professional educators,” psychiatrists, psychologists and graduate students.
The actor was introduced as “Dr. Myron L. Fox” (no such real person existed) and was described as an eminent authority on the application of mathematics to human behavior. He then delivered a lecture on “mathematical game theory as applied to physician education” — except that by design it had no point and was completely devoid of substance. However, it was warmly delivered and full of jokes and interesting neologisms.
Afterward, those in attendance were given questionnaires and asked to rate “Dr. Fox.” They were mostly impressed. “Excellent presentation, enjoyed listening,” wrote one. Another protested: “Too intellectual a presentation.”
Students learn more from high-content lectures, researchers concluded, but give the same high ratings to “expressive” Fox-style lectures with no content as they do to “expressive” lectures with content.