Emerging

Trend-The Flipped Classroom

By Nicole Darnall

In my opinion, the most dominant technology trend, from those discussed in
this TE 886 course, in K-12 education in the next 3-5 years will be the Flipped
Classroom or at least the blended approach. In my reading I came across the
synonym, inverted classroom, and another version of this called the in-class flip
which is very similar to the blended classroom. My supporting arguments can be
grouped into three categories: standards and accountability, technology integration,
and 21st Century Skills. The Blended Classroom trend is all-encompassing and could
actually incorporate any of the other four trends discussed in this course.
Due to the extensive federal requirements, schools are limited at times to the
amount of variance allowed in the classroom content and subjects offered. Yet,
teachers are also expected to differentiate materials and activities so that students
with individual learning needs may have access to content in a way that is conducive
to their abilities. Providing students with an environment in which they can, to
some extent, move through content at a personalized pace (as is possible in the
blended setting) could meet the needs of all students better, whether they are
qualified to receive services or not.
What inverted classrooms may really be flipping is not just the classroom,
but the entire paradigm of teachingaway from a traditional model of
teachers as imparters of knowledge and toward a model of teachers as
coaches who carefully observe students, identify their learning needs, and
guide them to higher levels of learning. (Goodwin & Miller 2013)

Providing materials as recorded lectures, or online videos or activities also

makes the class content and material available to students outside regular class
time. In my eyes this is one of the biggest advantages that could be evident in our

small rural school. Because of low enrollments, students often cross-participate in

several activities, which in turn takes them out of class time periodically throughout
the school year for related events. They struggle to keep up with lessons when they
miss out on class discussions. This would be a tremendous benefit to keeping the
lessons accessible. The teacher could also have lectures or videos available on flash
drives or DVDs should a student not have Internet access at home.

The Blended Classrooms use of technology brings me to my second

argument. Technology use in schools is becoming expected, and should be since

most aspects of life after school are greatly impacted by the use of technology.
Students are becoming proficient users of multiple devices at a very young age.
They develop a need to be connected to the world and to instant access to
information. Providing content via multiple channels of technology is one way to
keep students engaged and developing their skills as consumers of technology. It
teaches them to be investigative learners and incorporates technology in every
classroom, which absolutely meets the needs of the 21st Century Skills standards.

The mention of 21st Century Skills brings me to my last supporting argument

for the Blended Classroom. This type of classroom can incorporate the 4 Cs of the
Learning and Innovation Skillset, which can be viewed at www.P21.org. In a
blended setting students will Collaborate by working in small groups on activities or
projects, they will Communicate in discussions or presentations, they may engage in
Critical Thinking by doing investigations or scenarios, and Create using what they
have learned. These activities may vary by subject and class but by giving students
time and ability to choose how they would best learn, all with the support and

guidance of a coach (teacher), they would certainly be more motivated more often
then a traditional lecture driven class.

According to Jennifer Gonzalez, some of the advantages to this Blended

model, as opposed to a purely flipped class, include overcoming issues of students

who are not motivated to learn at home on their own, and it ensures teachers that
all students do have access to the material and are making an effort to learn it. It is
not without challenges because it does not always mean that the teacher will have
more time to cover more material, and it does require more preparation in the
initial years. (Gonzalez 2014)

Research has not proven that the Flipped Classroom is assurance of higher

test scores. What is does show is a trend of more positive attitudes, less stressful
learning environment, and perhaps higher engagement by learners. Many pilot
programs have shown an increase in grades and student enjoyment in the
coursework. (Walsh 2014)

In conclusion, the Flipped Classroom comes in many varieties of which I see

the Blended classroom becoming the most prevalent. It allows for schools to
encompass the demand of government, society, students, and the ever-changing
world of technology. I will be working to develop a version of this in my own
classroom in the years to come and following the results of others who are doing the
same.

Resources


Gonzalez, J. (2014, March 24) Modifying the Flipped Classroom: The In-Class
Version. Retrieved from http://www.edutopia.org/blog/flipped-classroom-in-class-
version-jennifer-gonzalez.

Goodwin, B.;Miller, K. (2013, March) Research Says Evidence on Flipped Classroom
is Still Coming In. Technology-Rich Learning Volume 70 N.6 p.p. 78-80. Retrieved
from http://www.ascd.org/publications/educational-
leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-
In.aspx

Walsh, K. (2014, August 24) Flipped Learning Pilot Radically Reduces DFW Grade
Rates in Two Course. Retrieved from
http://www.emergingedtech.com/2014/08/flipped-learning-pilot-reduces-dfw-
grade-rates/