Posts Tagged ‘learning’
As I survey local flipped classroom and flipped learning ventures, and work with educators involved with these efforts, I have observed at least three patterns. There are the:
- Lone wolves
- Pockets of innovators
- Coordinated efforts
The lone wolves are the most common. They are mostly energetic and fairly informed individual who chose to work alone or do so under the circumstances. They do this because they are the peripheral innovators and/or they do not have support.
Every organization has lone wolves and innovators, but they are not the same thing. I am referring to flippers who are both. They work faster and are willing to try and make mistakes alone.
But this asset is also their greatest liability. The run the highest risk of burnout or moving from one cool thing to do to another. They also risk being socially marginalized in their organizations if they are perceived to be aloof or too clever.
I have noticed lone wolf flipping die out within months. Most efforts are not sustainable because there is only one battery and bulb in a very dark room.
The pockets of innovators may or may not include lone wolves. They might be led by a former lone wolf. These are best represented by group of three to five teachers who share a common academic interest.
These pockets are likely to have the support of higher ups and their flipping efforts revolve around lesson planning and preparing videos for students. They might work semester to semester or have year-long plans. They deal only with their content area and for a selection of classes (rarely an entire level).
Managed and supported well the pockets of innovators become coordinated efforts. The innovators might share their stories with others within their school or to a larger audience. Others buy in or are roped in by a school leader.
The flipping efforts cross academic subjects and involve entire levels of students. If ambitious enough, a coordinator of such flipping efforts might implement plans for other levels of students.
Such coordinated efforts are few. Even fewer are successful stories. Larger teams might mean more complex innovation because the small team efforts do not always scale up. A wise coordinator will realize this and manage pockets with a larger fabric.
There is a variant of coordinated efforts that could involve more than one school. This is practically non-existent as many schools here operate like Apple and Google. They do not share secrets.
This is a shame because schools do not have to be like that. Fortunately, there is an emerging level that is higher than that takes advantage of the first two categories. Educators on social media already connect on Twitter with hashtags like #flipclass or visit any of the repositories on flipping to learn from each other.
I might seem to imply that there is a better way to manage flipping efforts, but the different circumstances shape what different educators do.
The only thing I can say with certainty is that most focus on flipping their classrooms instead of flipping the learning. The latter is better   because it nurtures the truly independent learner, changes pedagogy, and leverages on technology powerfully and meaningfully.
I shared this resource recently.
I agree with the three main critiques of flipping: 1) Too much focus on videos, 2) no change or conversations on pedagogy, and 3) sacrificing personal time for curriculum time. I have said the same things in my workshops, seminars (samples), and videos.
But I take issue with the critique being on flipped learning. The problems are really about the superficial shifts and potential harm done in flipped classrooms.
What is the difference between the two?
There are several, but here is the most important. The flipped classroom focuses on what the teacher can do; flipped learning focuses on the learner and the processes of learning. In flipped learning, the focus is not teacher-created videos, and tired and old pedagogy. It is certainly not about creating curriculum time at the expense of learners’ rest, family, entertainment, or social time.
When you flip learning, you nurture more self-directed and independent learners. You do this by giving ownership of the problem-seeking and the problem-solving to learners. You show them how to design outcomes, find resources, and evaluate themselves. You flip the learning by getting them to create content and to teach with it.
While this is not an argument about semantics (“classroom” vs “learning”), words hold powerful meaning in themselves and should not be interpreted or used flippantly. More importantly, the implementation of a flipped classroom is very different from the experiences generated by flipping who the content creator and teacher are.
I had the opportunity to share this quote during workshops I conducted over the last two weeks. It emphasizes the importance on focusing on the learner and learning, not the teacher and teaching.
That is not to say that the teacher is not important. Teachers are, but not in the traditional delivery-oriented way. There is so much information on the Internet and in the minds and experiences of our learners. Teachers need to learn how to create that smart room and to create group smarts.
As is my new habit, I used Haiku Deck to create the image quote. I took the precaution of searching for an image in ImageCodr first. When I found it, I shared the URL with Haiku Deck. This allowed me to attribute the photo properly.
This is my reflection on the second seminar I conducted on flipping, 3 Mistakes, 3 Dimensions, 3 Wisdoms of Flipped Learning, almost two weeks ago.
I tweeted a few snapshots of the event.
I always wish that I could step out of myself and take more photos and videos of the sessions. Reflections like these might be a way stepping out of myself.
I have also toyed with the idea of using Periscope.tv to ‘live’ stream my sessions. However, I do not think this is fair to the organizations that pay for my services. I might try to wriggle it in should I have a free session that I can share more openly.
This second seminar left me with a greater-than-usual buzz. I could feel the energy before, during, and after the event.
It helped that the event was attended by folks who had an interest and some experience in flipping their classrooms or attempting to flip learning. There were a few who were nominated to attend, but that is par for course.
It makes a big difference when people want to be there or have a stake in the topic. I have been part of events where I cannot change the organizer’s plan of making people sit through a session they have little idea of or desire for.
After my session was over, I decided to decompress at a coffee place on campus. I spent about an hour responding to the queries and comments on the online platforms I used. I also used a new strategy of collating responses in an online community space in my bid to encourage on-going conversations.
While I was doing this, two faculty members who attended my talk asked if they could discuss some ideas and concerns with me. We covered quite a bit of ground and they were appreciative of the insights I provided.
But I was more thankful that they bothered to take time off their schedules to pursue what was important to them. It indicated that the topic mattered.
So this is what I have been reflecting on for a while: It is not enough to focus on content. It must be shared or experienced in context. Manage these two elements well and you might create a connection with your audience.
There are more questions and answers, but it is not meaningful to share all of them here because they are specific to content and context.
These questions were submitted to me via a Google Form before a seminar. Once again, I am simply pasting the answers I provided in our SG Flippers Google+ space. My replies are short partly because I might have addressed the questions during the seminar. Short answers also tend to be incomplete, so that might spark thought and discussion.
Question: On the average (from your experience), how much time does a student spend on going through the materials before coming to class?
My answer: As little as possible. Even less if they are already hard-pressed for time and if the out-of-class materials are busy work, not what they are passionate about, or otherwise not meaningful to them.
Design so that they have a clear stake in the the process and product.
1. how to ensure that students do their “homework”- ie. readings?
2. when should be good moments for flipping?”
I addressed Q1 during the seminar with two ideas. I reiterate the second: Question the assumptions you have that homework helps. Focus on the different ways they learn.
Q2 is very subjective, i.e., it depends on your experience with the content. But here is what I have found to work across many academic subjects. To flip learning (not the classroom), the greyer the content, the better for flipping. Answers are not so black and white; opinions and suggestions matter.
Addendum: Two instructors caught up with me while I was decompressing at a coffee place after my second seminar. One thing we chatted about was backchannelling as a small way to flip lectures. Here are some things I have written about this topic:
I continue what I started yesterday by sharing some of my answers to questions raised before, during, and after my August seminars on flipping.
Today I focus on quick Q&A in a TodaysMeet backchannel. The questions and answers are SMS-length because that an affordance of the platform.
by Andreas Skog
Is there a need to prepare students for this kind of pedagogy for this approach to work? If so how?
1:35pm, Fri, Aug 14, 2015 by ***
To ***: To summarize the answer I gave ‐ Yes, prepare them technologically and pedagogically for the approach. Anticipate their issues.
2:37pm, Fri, Aug 14, 2015 by Ashley
Can the process of learning be objectively assessed?
1:34pm, Fri, Aug 14, 2015 by **
To **: Clear-cut content might be objectively assessed, but visible thinking is subjective. Well-designed rubrics might help keep focus.
2:39pm, Fri, Aug 14, 2015 by Ashley
How to manage workload of students when they create content?
1:27pm, Fri, Aug 14, 2015 by *******
To ******* on workload. 1) Give them ownership (help them make it theirs). If they’re passionate about it, they’ll invest the energy.
2:58pm, Fri, Aug 14, 2015 by Ashley
To ******* on workload. 2) Help them manage the load with metacognition: How to plan, change plans, manage tasks, etc.
2:59pm, Fri, Aug 14, 2015 by Ashley
Students may not “believe” what the fellow students teach them. How to settle this?
1:28pm, Fri, Aug 14, 2015 by *******
To *******: Consolidate learning with strategies like whole class discussions or forum‐based critiques. Make good ideas rise to the top.
2:40pm, Fri, Aug 14, 2015 by Ashley
How to get paid if learners may learn better without teachers
1:11pm, Fri, Aug 14, 2015 by *******
To *******: By reinventing yourselves. Be mentors, models, facilitators, meddlers in the middle.
11:05am, Sat, Aug 15, 2015 by Ashley
different students have different pace of learning, can this be done efficiently on effectively for the relatively “slower” learner?
1:36pm, Fri, Aug 14, 2015 by *******
To *******: By providing variety & choice in & outside class.
11:05am, Sat, Aug 15, 2015 by Ashley
Stay tuned to Part 3 tomorrow.
I fielded questions on the flipped classroom and flipped learning during my last two seminars. I collected the questions with Google Forms, Padlet, and TodaysMeet.
I answered all the questions in the SG Flippers Community space in Google+. But I thought I should share some of the questions here on a more open platform.
One question was about the age or developmental appropriateness of flipping.
Question: Are Primary school students ready for flipped learning? Doesn’t it require a certain level of maturity and self-motivation?
My brief answer: The video I featured was done by Primary school students. They created and taught, which are more complex skills than passive consumption.
Maturity and self-motivation are not prerequisites to flipping; they are end results or desired outcomes. See an elaboration to a similar question I answered earlier.
More thoughts: I have encountered higher education instructors thinking that flipping is better suited for younger learners and teachers of young students assuming that flipping is better for older learners. If the question is not asked out of honest curiosity, I might be tempted to say that the question is a manifestation of an instructor’s or a teacher’s deflective mindset. My question is: What are you running away from?
Question: How do we get our “please-serve-me-on-a-platter” students ready for flipped learning?
My brief answer: With several concurrent and supporting strategies. Here are five broad ideas.
- Resist the urge and ease of serving. Ask more Qs than providing immediate As.
- Establish this as an expectation for both you and your learners. Stick to it.
- At strategic intervals, remind your learners (and other stakeholders if necessary) the rationales for getting them to think more actively and do more meaningfully.
- Design authentic work and assignments. These rarely have clear answers or are easily served.
- Work with other like-minded folk so that your efforts are not isolated.
This series continues tomorrow.