למידה, אינטרנט ... ומה שביניהם

Essentially, the flip reverses traditional teaching.

It's unlike traditional homework in that students know we won't spend class time going over the content they've studied at home. Instead, we use that content as a springboard into deeper discussion and activities.

ההחלטה לוותה בהתלבטויות - האם המודל מתאים לדרך ההוראה שלי? לחומר הלימוד? לתלמידים?

גם לאחר ההתנסות אני עדיין לא בטוח....

שאלתי את התלמידים אם ירצו ללמוד מסרטונים של חבריהם לכיתה (לאחר בקרת איכות שלי). הייתי סבור, לאור הדיונים בכיתה, שהתלמידים יעדיפו למידה מסורתית, אולם היה קונצנזוס -התלמידים בכיתה מעוניינים ללמוד מתוך סרטונים של חבריהם, על מנת לפנות יותר זמן בכיתה לדיון, תרגול והעמקה.

I believe if used judiciously, in the right context, the flip can free up valuable class time and provide the background knowledge that is fundamental for students to then go forward and wrestle with higher order thinking.

Here's the thing. When I recently re-read the post, I didn't disagree with anything I'd said. Yet my brief love affair with the flip has ended. It simply didn't produce the transformative learning experience I knew I wanted for my students.

We never moved to an entirely flipped classroom that required my students to watch lecture after lecture, day after day, by video. Even so, when we did "flip," it felt more like we were juggling the traditional lecture around than moving forward into a new learning paradigm.

As this new way of learning played out over time, my students found they didn't need me to locate or create videos for them. Instead, they learned how to learn, and they were able to find their own resources. For me, this was a much more important skill than following my directions or using the resources I told them to use.

As this shift occurred, the flip simply disappeared from our classroom. It took almost a year for me to notice it was gone. Instead, our classroom had become a place where students discovered and shared their own resources, while engaging in projects with each other. There was no need for me to assign video homework or create portable lectures. It all happened during class.

As my students worked with me to invent our own version of student-centred learning, we realized that the three questions every student in our classroom had to answer were: What are you going to learn? How are you going to learn it? How are you going to show me your learning? This became our mantra — our framework for learning. This is what it means to give students "control over their education."

I think that's only possible if you think the most important, or sole, job that I perform in my classroom is content dispenser. I don't believe that at all.

I also challenge them, encourage them, believe in them, love them, and offer correction when necessary. The most important thing I do in my classroom is show students how to dig deep, solve problems, and reflect carefully on the constant stream of information that inundates us all.