More flipping Q&A (Part 2)
Posted June 16, 2016on:
Yesterday I responded to a query about how flipping drives discovery and student-directed learning.
Today I answer a question about how students might not discover the “right” content by discovering or Googling. I have a few responses.
The first is doing away with the notion that students “get it” only when a teacher delivers content. This is merely an illusion because there is no indication or confirmation that learning has happened.
My second response is that one way to be more certain about student learning is to get students to create content and to teach it. These processes help both students and teachers to see evidence of learning.
My third reply is that teaching wrong content happens anyway, not just in the flipped classroom or when you facilitate flipped learning. Both the student and teacher can be guilty of this. However, when the learning is visible the teacher can jump in and intervene.
This is why I include content creation and peer teaching in my model of flipped learning.
Peer teaching is something that instructors can do with strategies like think-pair-share, any variant of the jigsaw method, and class presentations. Content creation might be viewed as a prerequisite for this form of teaching. Without artefacts students have nothing to show during the tell.
However, content creation does not always have to be on the teacher scale or standard. The content that students create can also be externalisations or manifestations of what is in their minds. These can take the form of short reflections, practiced problems, recorded conversations, summary documents, etc.
My fourth response is to agree that simply copying and pasting Google search results may not be valuable learning. Most teachers tend to focus on content from an expert’s point of view. This is how they judge if content is good or not, and right or wrong. However, this is not how a learner processes information because s/he does not have structure.
The structure is put in place by thinking processes. So instead of just focusing on content (what artefacts students find and use), the teacher should also model processes of learning. For example:
- How do I look for information?
- How do I verify information or evaluate it?
- How do I incorporate it into my own work?
This response is not unique to flipping. But a focus on process over product is particularly important in flipped learning because one desired outcome is students who are more independent learners.