Course Overview Welcome and thank you for participating in this course meant to inform learners about blended classrooms, such as flipped classrooms. In this course we will be learning about what the characteristics of a blended classroom are and what the benefits are of using a flipped classroom. This asynchronous online course will not only focus on what a blended classroom is but as the course moves on will teach the learners effective strategies they can use in their own unique classroom and practice implementing them into a classroom setting. By doing this it is our hope that learners will come out of the course with more practical use of the material. Learners will be asked to identify the strengths and weaknesses of the strategies and discuss what they feel works and does not work. This discussion will allow ideas to be shared and create a learning environment between members that focuses on higher learning.
Needs Assessment Modern education is moving past the traditional memorization of facts and steps of how to solve a problem. This type of learning has little value in the real world and as teachers our job is to prepare students for how to best handle problems in the real world. These problems do not have answers or steps they can memorize and instead rely on students critically thinking of ways to solve a problem using the information they know. It is for this reason teachers are changing their classrooms to reflect this shift and implementing more activities that involve critical thinking and problem solving. Unfortunately this time can take away from students learning material the curriculum requires they know. Teachers are in a tough spot, do they teach their students the curriculum required or do they foster their critical thinking and problem solving by focusing more on activities that foster these.
Blended classrooms, like a flipped classroom allow both critical thinking and learning of the curriculum to occur. Students spend much of their time outside of school watching video lessons or reading material that pertains to the curriculum. During class time students can ask the teacher for an explanation on material they are confused about but the majority of that time can be spent performing problem solving activities that fit with the class.
Every classroom is different based in the teacher, age level, or curriculum. One blended classroom setup is not the universal answer. Learners in this class will be able to identify strengths and weaknesses of blended classroom strategies and be able to choose which strategy they should implement in their classroom in order to foster a classroom that promotes critical thinking.
Chen, W. T., et al. (2018). Flipped Classroom of Science instruction module "Do, Learn, Think, Share", with its development and effectiveness evaluation. International Conference on Knowledge Innovation and Invention, 184 - 186
How to Flip Your Classroom. www.flippedinstitute.org. https://blackboard.albany.edu/courses/1/2193-ETAP-529-3911/db/_4744464_1/embedded/How%20to%20Flip%20Your%20Classroom.pdf
Towey, D., (2015). Lessons from a Failed Flipped Classroom: The Hacked Computer Science Teacher. International Conference on Teaching, Assessment, and Learning for Engineering, 11 - 15