Archives for category: Teachers on flipped classrooms

One of our local high schools started the flipped classroom strategy and both students and parents pretty much rebelled. I was asked to tutor former students taking Algebra 2 who had been outstanding “real” Algebra 1 students. I actually encourage my students to hang out on Khan’s site but only because many of his lessons are interesting and can serve as an excellent supplement. An important part of teaching and learning math is the interaction among students with their peers and teacher WHILE learning is occurring, not a day after the fact. And that even assumes that quality learning occurred while watching videos with no opportunity for questions. The guide on the side folks have been trying to separate me from my students for the past forty years. They accuse you of being the sage on the stage because you dare attempt to teach. If flipped classrooms are being pushed by educrats and colleges of education, beware.

Vern Williams is something of a legend in ‘instructivist’ circles. He teaches algebra to gifted 8th grade students, served on President Bush’s National Mathematics Advisory Board, and was I believe the sole classroom teacher involved in writing the Common Core math standards. (Common Core State Standards Initiative K-12 Standards Development Teams)

Three of his articles in the Times:

All posts on flipped classrooms

Steve Nesbitt · Top Commenter commenting on Flipped Classroom Post

I have two apprehensions concerning the flipped classroom. As a skilled instructor presents material, he does not merely recite information in an identical format to each of his classes nor do so in an exclusively one-way communication. He is constantly observing his students – the glazed stares of some, their facial expressions and their body language – and he allows his students the opportunity to interject pertinent questions. He is not merely a purveyor of knowledge, but a receptor of stimuli, all of which he allows to guide and modify his presentation in real time to facilitate understanding, adapting this presentation to the students’ responses to it and from class to class. The flipped classroom would seem to rob the instructor of this ability while simultaneously robbing the students of time beyond the school walls during which they could be enriching their lives and refreshing their spirits with non-academic experiences. I appreciate the five to seven-minute video limitation mentioned above, but fear that such brevity will not be the rule for many instructors.

November 3, 2013 at 11:51pm

AND SEE:
Why educationists want to flip the classroom

Why Minimally Guided Teaching Techniques Do Not Work:
A Reply to Commentaries