A trend in teaching is called the flipped classroom model. The basic tenets of the flipped model are concentrating Blooms taxonomy higher order levels of thinking during class time and leaving the lower levels such as definitions, listing, and explanations of concepts for homework. A teacher will create a video that the students will watch and respond to while at home leaving time in the classroom for students to synthesize the information and apply it, whether for whatever the content of the class is. I agree with the concept of flipped teaching when certain criteria are met. Most importantly, the access to technology for each student is critical for this model to be successful. If students do not have access to the technology, it can become a burden and hindrance to the student. In one the readings, a teacher surveyed the students to determine their access to the required videos. Most students did have access and the other students who did not had to come in early or stay after school to meet the requirements. I teach in an area that has many low socioeconomic students. If i flipped my classroom, how many students would have access to the complete the assignments. I surveyed one class using the same questions and the results are: 24 students responded
23 (95%) responded YES, they have access at home via smartphone or computer to use
1 (5%) responded they did not have access at home but had access at school they could use: Library or class computer.
Based on these numbers, the students have the technology to learn using a flipped model. The second criteria is the level at what students are at. What is the motivation of the students in general. A higher level class such as an Honors or AP will have a different level of students than a resource or support class. Would a group of 7th grade science students be motivated to watch the videos or complete the assignments as homework and have gained the basic knowledge to complete the synthesis of information in the class? This is the question I need to answer before I move forward with any form of a flipped classroom. Next year, after determining the technology access for my students, I would like to try it on a small scale, and reflect on the results.
CBL - Challenged Based Learning vs PBL Project Based Learning.
Challenged based learning (CBL) and project based learning (pbl) are essentially identical in designing projects, assessing projects, and managing projects. They both rely on the 8 essentials to be called CBL or PBL. The 8 essentials are
1. Significant Content
2. A need to know
3. A driving question
4. Student Voice and Choice
5. 21st Century Competencies
6. In-depth Inquiry
7. Critique and Revision
8. Public Audience
The only difference is CBL solves a problem that benefits the students homes, schools, community or globally. Students see the immediate value of what they are learning and doing. I have gone to several workshops on PBL with Buckw Institute for Learning, a leader in PBL and have made the decision that PBL was a method I had to incorporate into my teaching tool belt. I have since done PBL on a small scale and have seen positive results. Currently, I am embarking on a three week CBL unit that will benefit the local community and have an impact globally. The unit is called Curb to Creek. The students collaborate to design a filtration device that will reduce the amount of solid trash allowed into a storm drain. New regulations for all San Francisco Bay Area cities and communities are required to reduce the amount of solids allowed in storm drains by 2019 with the use of filtration devices. Vallejo Sanitation and Flood Control will be partnering with the classes and assisting on the project. I am choosing to use CBL in my classroom because I have the technology, the space, and feel that it is the right fit for my students to succeed in their education. I am not mandated by administration at the school site or district to use PBL/CBL in the classroom. I want to use it.
23 (95%) responded YES, they have access at home via smartphone or computer to use
1 (5%) responded they did not have access at home but had access at school they could use: Library or class computer.
Based on these numbers, the students have the technology to learn using a flipped model. The second criteria is the level at what students are at. What is the motivation of the students in general. A higher level class such as an Honors or AP will have a different level of students than a resource or support class. Would a group of 7th grade science students be motivated to watch the videos or complete the assignments as homework and have gained the basic knowledge to complete the synthesis of information in the class? This is the question I need to answer before I move forward with any form of a flipped classroom. Next year, after determining the technology access for my students, I would like to try it on a small scale, and reflect on the results.
CBL - Challenged Based Learning vs PBL Project Based Learning.
Challenged based learning (CBL) and project based learning (pbl) are essentially identical in designing projects, assessing projects, and managing projects. They both rely on the 8 essentials to be called CBL or PBL. The 8 essentials are
1. Significant Content
2. A need to know
3. A driving question
4. Student Voice and Choice
5. 21st Century Competencies
6. In-depth Inquiry
7. Critique and Revision
8. Public Audience
The only difference is CBL solves a problem that benefits the students homes, schools, community or globally. Students see the immediate value of what they are learning and doing. I have gone to several workshops on PBL with Buckw Institute for Learning, a leader in PBL and have made the decision that PBL was a method I had to incorporate into my teaching tool belt. I have since done PBL on a small scale and have seen positive results. Currently, I am embarking on a three week CBL unit that will benefit the local community and have an impact globally. The unit is called Curb to Creek. The students collaborate to design a filtration device that will reduce the amount of solid trash allowed into a storm drain. New regulations for all San Francisco Bay Area cities and communities are required to reduce the amount of solids allowed in storm drains by 2019 with the use of filtration devices. Vallejo Sanitation and Flood Control will be partnering with the classes and assisting on the project. I am choosing to use CBL in my classroom because I have the technology, the space, and feel that it is the right fit for my students to succeed in their education. I am not mandated by administration at the school site or district to use PBL/CBL in the classroom. I want to use it.