“Try it! You might like it!” is not a sufficient reason for initiating flipped instruction. What are the questions educators should be asking in order to ensure the best outcomes for students?
Hardly a week has gone by in the last year when educators have not been bombarded by news articles, blog posts, or invitations to attend webinars and conferences focused on the flipped classroom. Flipping has become a hot topic among both educators and school leaders. But there are some legitimate concerns. A major one is the rationale for selecting the flipped method in the first place, which might displace other valuable, technology-based instructional strategies.
A flipped lesson incorporates viewing instructional videos for homework. It’s not the use of video that might make educators skeptical of this strategy, but how and where it is used in instruction and its effect on learners as homework.
Although an instructional video can be a valuable tool, is this current focus on the flip being made at the expense of other technologies that should play a role in instruction? Certainly, if educators are going to create videos for learning, they can’t just “wing-it and post-it” and assume learners will be engaged. If you are skeptical and unsure about trying flipped instruction, particularly for mathematics, the following questions and considerations for the design of instruction involving video might help you decide and avoid a flip-flop.
Read more: Is It Really Hip to Flip? — THE Journal.