Technology Blogpost #Visualize, #Communicate

I find myself reading all of the time lately. Not J.K. Rowling’s “Cuckoo’s Calling” or Christina Baker Kline’s “The Orphan Train” or Elin Hilderbrand's “Beautiful Days" …All books that will get read once this semester is done…

  

No, I am constantly reading professional tweets linked to articles, scoop.it daily summaries, LM_Net postings, and the list goes on and on…

So, when it is time to post again a reflection on my blog concerning technology as used in the classroom, it is not a question of how will I find articles to include. It is a question of how will I choose!

One concept that keeps catching my eye is that of the "flipped" classroom. Tweets, LM_Net postings and emails have been linking or referencing that idea. When it showed up again in my list of suggestions when I opened my Scoop_it I decided that it was time to investigate.  

                                       

Caitlin Tucker, blogger and Honors English teacher, blogged and it ended up in my scoop_it feed. Her post, "Flipped Classroom: Beyond the Videos," was in response to Shelly Blake-Plock's  post, "The Problem with Ted Ed." As I drilled down to the original post I noticed that it was generating much discussion: 40 comments posted to Shelly's writings and 85 comments about "Flipped Classroom." Certainly debate and discussion on this topic is rampant, another sign that this topic bears review.

A flipped classroom is basically one in which the work at home switches places with the work at school. This is an effort to maximize efficiency and in the process hopefully maximize learning. Ideally, the classroom becomes a lab environment. Blake-Plock's post makes a salient argument. Ted Ed promotes its educational videos to be shown at home in an effort to impart knowledge and encourages the use of its quizzes to be used as follow-up. Blake-Plock argues that this is merely duplicating the traditional model of education: teacher lecture with regurgitation of information.  Blake-Plock argues that we learn by doing; hands-on activities, trial and error. The premise here is a "lesson" is not "learning." In fact, when I looked at TED-Ed's website, it is called "TEDEd: Lessons Worth Sharing." I believe Blake-Plock's disagreement goes further than semantics. He comes from the perspective that meaningful learning is authentic learning. The TED Ed lessons are very informative videos accompanied with "Think/Dig Deeper/Discuss" options. Those translate into multiple choice quizes, a bibliography and a discussion question. there is an option to "flip" the lesson, which essentially offers the registered teacher a chance to take an existing TED Ed lesson and expand upon it. In Blake-Plock's defense, each lesson, as it stands, offers very little hands-on learning.

However, as Tucker explains,  the "flipped" classroom debate too often focuses on the use of videos.   "For me, the beauty of the flipped classroom lies in the simple realization that instruction can take place in different mediums. We are no longer limited to a class period or a physical classroom. We have the opportunity to match the instructional activity with the environment that makes the most sense."  

Tucker and Blake-Plock are not so far apart in their thinking. Both agree that authentic learning translates into meaningful learning. Tucker elaborates that learning needs to shift from "consumables" to "produceables." Both agree that videos do not mean learning. However, Tucker indicates videos can be used effectively as technology tools, assuming that students are asked to create or produce after using the video information. Tucker's meaningful descriptors added to the Bloom's Taxonomy are worth noting.

The flipped classroom offers more quality collaborative time on the part of students, assuming the teacher is adept at meaningful facilitating. Tucker offers three ways to use the flipped classroom effectively while appealing to teachers.

1.   "Take advantage of the ready-to-use content available."
2.   "Don't just show them."
3.   "...Create a student-centered classroom."   

It is important to remember that videos are tools. Just one more tool in an educator's arsenal to facilitate authentic learning. Yes, in the wrong hands TED Ed lessons will not translate into learning. Similarly, in the wrong hands a textbook is deadly, a pop-quiz is pointless, and a lecture is an inefficient use of time. However, in the right hands every tool can be used effectively to spark inquiry and engage students. A blended classroom has merit and, in my opinion, should not be dismissed.