I have been a big fan of the flipped classroom model because it facilitates project-based and experiential learning. In this model, content delivery and learning takes place outside the classroom independently by students as the lesson is delivered via pre-recorded teacher videos (Siyakdiyah et al., 2018). Then, when student come to the classroom/laboratory, they can readily engage in hands on problem-based learning. This then allows the teacher to act as a facilitator and implement differentiation in a two-pronged manner:
(i) students who have done their homework can proceed with hands-on activities confidently because they have acquired the critical mass of knowledge necessary. All the teacher has to do for them is to provide them materials, minimal guidance, and keep an eye on them. Here, the teacher is promoting enriched learning opportunities for the gifted students and prevents them from getting bored with easy routine tasks. They are set free and unleashed to explore!
(ii) students who struggle with the content, or have not done the homework, will be able to get more 1-to-1 teacher time to progress. Here, one of my Faculty of Education professor's learning philosophies applies: 'all kids learn, but they learn at their own pace, in their own style, and their own place - literally and through schemas - in a context-specific manner (Nielsen, 2015).'
A few colleagues and mentors who have successfully implemented flipped learning have mentioned that the bottleneck is the amount of time spent by the teacher to prepare high quality videos. Colleagues have also cited research (?) that making one's own videos for students is more effective than using online videos from others (Personal Communication, Brogdon, 2020). I can equally attest to these facts. In the past, I have used my youtube channel to create 10-15 minute videos which I then post on my teacher website here. One drawback of this is that there was no way to obtain accurate statistics on student engagement for student accountability purposes (lack of formative feedback mechanism that would facilitate remediation/improvement of the videos).
In a recent IB training workshop, I learned about Playposit (Personal Communication, Brogdon, 2020). PlayPosit allows for:
(a) effortless authorship
(b) learner engagement
(c) accountable tracking
(d) seamless workflow
Taken from: https://go.playposit.com/
References
Brogdon, R. (2020). IBDP Chemistry Category II. Berlin, Germany.
Nielsen, P. (2015). Lecture. Faculty of Education, Western University, Canada.
Syakdiyah, H & Wibawa, B & Muchtar, H. (2018). The effectiveness of flipped classroom in high school Chemistry Education. IOP Conference Series: Materials Science and Engineering. 434. 012098. 10.1088/1757-899X/434/1/012098.
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