If I’d suggested flipping the teacher while I was still at school, I would have been in serious trouble. Given my reputation though, it wouldn’t have been out of the ordinary.
I once spread a rumour at primary school that my tyrant of a head teacher had died (wishful thinking), and when he came back from sick leave, I wasn’t the most popular child in the school. Having said that, many of the kids began to believe in the resurrection of the dead.
Once, during a chemistry lesson in secondary school, I was larking around and accidentally burnt a big hole in my teacher’s pretty floral dress with concentrated acid.
He was furious.
I got into a fair few scrapes and a lot of mischief, but suggesting that we ‘flip the teacher’ would have been the last straw.
Today, the idea of flipping the classroom is a familiar one. Flipping teachers may not be so familiar. Don’t panic though – I’m not advocating violence, nor am I suggesting children use obscene gestures. Flipping teachers is about swapping roles. I have already written about this in previous posts. The idea that teachers should become students so that their students can act as teachers may still be contentious and problematic, but I believe that as we see more flipped classroom approaches, the argument for also flipping the role of the teacher will become more compelling, and eventually more acceptable.
A little history: Aaron Sams and Jonathan Bergmann developed the term ‘flipped classroom’ by considering the time spent by teachers with their students in classroom. They wished to maximise this time, and developed a number of strategies that involved instruction taking place outside the walls of the classroom. Inside, with the teacher present, students were able to explore their learning in more depth and detail, capitalising on ‘face time’ with the expert. The work of Harvard University professor Eric Mazur supports this approach, because, as he says – instruction is easier than assimilation, and advocated coaching rather than lecturing as early as the 1990s. This is not new of course. For centuries, innovative teachers have been trying to find other more effective methods of pedagogy that can take the place of lecturing and instruction.
If we are at all serious about promoting student centred learning, then we should at least reconsider the roles teachers traditionally play at the centre of the process, and begin to discover how we can help the student replace them. This does not mean that teachers relinquish their responsibilities or shirk their obligations. What it does mean is that teachers should seriously consider new forms of pedagogy where students are placed at the centre of the learning process, and have to spend some time ‘teaching’. We learn by teaching. If you have to teach or present something for an audience, you will make damn sure you go away and learn it thoroughly so you don’t make an absolute ass of yourself. This is the same principle we see when we flip the teacher.
Here are just five ways you can flip the teacher:
- Ask students to peer-teach. This form of paragogy ensures that all students need to know something about the topic before they teach it, and can also learn from each other during the process. Even better, get them to teach you something you don’t already know about.
- Give your students a problem to solve. Ask them to come back later to show how they solved the problem, and get them to defend their solution. If they all have different solutions, the fun can start.
- Students create a self-directed project that encapsulates the principles or facts of the topic they are learning. It can be in the form of a video, or presentation, or role play, or even a blues song (be creative). Just as long as they ‘perform’ their work in front of an audience.
- Act as a student, and ask your students awkward questions about what they have learnt. Challenge them to explain clearly what they know. This approach ensures that they must think more critically and reflectively about what they have learnt, and that they need to justify their decisions.
- The age old seminar is a great flipping method. Ensure that each student has time to study a specific aspect of the course, and prepares teaching materials. They then get to present their work in front of you and their peer group, and are also tasked to encourage discussion by preparing some key questions.
I gratefully acknowledge Max Brown for giving me permission to use his most excellent cartoon that depicts flipping the teacher.
Graphic by Max Brown
Flipping the teacher by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
You won’t get rich as a teacher, right? That’s no longer true for a small but growing number of educators who are making big bucks selling their lesson plans online. On a peer-to-peer site called TeachersPayTeachers (TPT), Georgia kindergarten teacher Deanna Jump has earned more than $1 million selling lesson plans — with names like “Colorful Cats Math, Science and Literacy Fun!” — for about $9 a pop. Since the site launched in 2006, 26 teachers have each made more than $100,000 on TPT, which takes a 15% commission on most sales. In August, Jump became the first on TPT to reach $1 million. Her success has been aided by the thousands of followers of her personal blog who get notified each time she retails a new lesson. Another reason she thinks her stuff sells so well: “I’ve used it in my classroom,” says Jump, who just kicked off her 16th year of teaching. “I know it works.”
Full Text: Crowdsourcing Classrooms: Should Teachers Sell Their Lesson Plans? | TIME Ideas | TIME.com.
Via The Guardian:
From video marking to Second Life, technology is transforming the options for online students There’s not a red pen in sight when Russell Stannard marks his master’s students’ essays – but it’s not because the students never make mistakes. Stannard doesn’t use a pen, or even paper, to give his students feedback. Instead – and in keeping with his role as principal lecturer in multimedia and ICT – he turns on his computer, records himself marking the work on-screen, then emails his students the video. When students open the video, they can hear Stannard’s voice commentary as well as watch him going through the process of marking. The resulting feedback is more comprehensive than the more conventional notes scrawled in the margin, and Stannard, who works at the University of Westminster, now believes it has the potential to revolutionise distance learning. “It started when I began to realise how useful technology can be for teaching,” he says. “I wanted to help other teachers, as well as general computer-users, to learn how to use tools like podcasting, PowerPoint and BlackBoard, software that a lot of schools and universities use to allow teachers to provide course material and communicate with students online.” Follow the mouse So he set up a site to teach people how to use the technology, providing simple, video tutorials where users watch Stannard’s mouse pointing out how to use the software, with his voice providing constant commentary. He used the screen-videoing software Camtasia, and the site rapidly took off: it now receives more than 10,000 hits a month. Then he started considering integrating the teaching style into his own university work. “I was mainly teaching students on master’s courses in media and technology, and I realised that while I was talking about the benefits of new technology, I should be making the most of the opportunity to use it,” says Stannard. “That’s when I had the idea of video marking. It was immediately well received. Students receive both aural and visual feedback – and while we always talk about different learning styles, there are also benefits to receiving feedback in different ways.” Stannard says the technology is particularly useful for dyslexic students, who appreciate the spoken commentary, and students learning English as a foreign language. “I started my teaching career in language learning, so I quickly realised that students learning English would benefit from video marking. They can replay the videos as many times as they like and learn more about reasons for their mistakes.” Stannard also believes video marking is “perfect” for distance-learning students. “It brings them much closer to the teacher,” he says. “They can listen, see and understand how the teacher is marking their piece, why specific comments have been made, and so on.” The technology is already being used for informal distance learning, as Stannard uploads the videos he makes for his lectures at Westminster to multimedia trainingvideos.com.
See the article here:
From video marking to Second Life, technology is transforming the options for online students
Guest blogger, Barbara Jolie provides some ideas for teachers who want some ideas on using the Internet in the classroom to more effectively accelerate learning outside the classroom.
Continue reading Four Ideas For Using Online Tools to Extend the Classroom
Putting Personality into Online Teaching . By Michael Keathley.
This post is a bit embarrassing for me as it involves a bit of confession. About 12 years ago when I was forced to add online courses to the English, humanities, and foreign language departments I chaired, one of my first thoughts was vain and self-absorbed. Perhaps like many instructors who evolved their teaching artistry in an era where the “sage on the stage” turned into the coach on the side, I truly believed my students needed to be motivated and inspired by the dynamism and energy I brought to our learning team face-to-face (F2F). I wondered: How can I do this in a virtual class? How can a course be reduced to just black font within a white computer window?
See more here:
Putting Personality into Online Teaching | EDU News
University of Wisconsin-Stout: E-Learning and Online Teaching Graduate Certificate Program.
E-Learning Certificate Program: E-Learning and Online Teaching …
Because schools of education have been slow to offer programs to develop virtual instructors, many leading online schools are trying to fill the void.
Read the original:
Education Week: Virtual Schools Offer PD Programs for E-Teaching
Via The Guardian:
Giving everyone digital skills is a key factor in tackling long-term unemployment, argues Martha Lane Fox Last week, the CBI pressed the government to apply the same rigour to tackling long-term unemployment as it has shown to reducing the deficit. The scale of the challenge certainly warrants such a focus. In the UK, 2.46 million people are unemployed; 5 million people of working age are on benefits and 2 million children live in households where nobody works. These statistics carry a huge economic and social cost: for society and government, for families and for the individual.
Teachers must think internet-first
Via The Guardian:
Enthusiasm for virtual learning is limited, say Ofsted School inspectors yesterday dampened ministers’ hopes that tens of thousands of students would soon be logging on to online classrooms. Ofsted said many schools and colleges in England were reluctant to embrace new technology which enables teaching and learning to continue online and out-of-hours
No escape from turning up to class