Journal 3: Upside down and Inside Out

Kathleen, K. F. (2012). Upside down and inside out. Learning and Leading with Technology, 39(8), 12-14. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Upside_Down_and_Inside_Out.aspx

This article discussed growth in NETS-T 1, NETS-T 2, and NETS-T 3.

Summary:
"With the recession of 2009, the Byron School District, located in a small community near Rochester, Minnesota, USA, was driven by a pressing set of challenges that led to a serendipitous adoption of flipped teaching." (Kathleen, 2012) The Byron School District was challenged by the situation and brain stormed for a solution. Together they determined a great way to consolidate funds was to eliminate the class text books. The teachers still taught to the standards required by law, but they did not teach to the book. The teachers got together in collaboration and determined what curriculum they would be teaching. This was a challenge for the teachers as it required more time, energy and development then they were used to. The teachers were passionate and invested to see their students succeed. They not only used each other as resources, but they outsourced their worksheets and tests from a computer program called Kuta. In a cool headed, problem solving matter, they discovered allowing the students to review the information on their own time, provided time to address any understanding issues in the classroom. This is how they defined the "flipped classroom" (Kathleen, 2012). Homework was translated to classwork and class lessons became the students "homework" via video footage. Students were also challenged by this transition. Not all students came from homes with computers. This created a ripple effect with parents who were also upset by the transitions. However, statistics show that despite the many difficulties and challenges student test results improved across campus.

Question 1:
How would teachers be able to catch a student up if they fell behind in the lessons provided?
This seems to be a challenge. Even the most diligent of students struggle with information provided in a lesson. In a "flipped classroom" it would be very important to evaluate the students' understanding constantly. Teachers evaluation skills would need to develop keen insight into the status of the students. Similarly, students would be challenged to communicate their difficulties. These characteristics are challenged in the present day classroom, but would be absolutely necessary for survival in a "flipped classroom".

Question 2:
How would "flipped classrooms" address the multiple intelligences that are represented in the classroom?
Allowing students to watch videos at home on the computer allows students who need to take breaks, work in a manner that suits them and do so in their own discipline. Also, when students are watching the lesson videos on a computer, they are interacting with technology. From the computer, assignments could be completed, interactive learning could occur, and the classroom would not be disturbed. Students who like to work with others would be encouraged to do so by watching the videos together on their own time. This would allow student collaboration appropriate to the needs of each student. Obviously, the "flipped classroom" is open to whatever structure the teachers determine their students might need in a way that would not take away from precious class time.