{"id":59148,"date":"2015-08-17T11:00:47","date_gmt":"2015-08-17T03:00:47","guid":{"rendered":"https:\/\/canadianinquirer.net\/v1\/?p=59148"},"modified":"2025-01-17T18:23:11","modified_gmt":"2025-01-17T23:23:11","slug":"flipped-classroom-sees-kids-do-homework-at-school-after-watching-online-videos","status":"publish","type":"post","link":"https:\/\/canadianinquirer.net\/v1\/2015\/08\/17\/flipped-classroom-sees-kids-do-homework-at-school-after-watching-online-videos\/","title":{"rendered":"\u2018Flipped\u2019 classroom sees kids do homework at school after watching online videos"},"content":{"rendered":"
\"'Flipped'<\/a>
‘Flipped’ classroom inverts traditional teaching method (Screengrab from Knewton<\/a>)<\/figcaption><\/figure>\n

TORONTO \u2013 As Canadian kids prepare to head back to school, there\u2019s a growing movement gaining traction across the country that involves students learning their lessons at home and doing their homework at school.<\/p>\n

It\u2019s called the \u201cflipped classroom\u201d \u2013 students watch an online video of a lesson as homework, and then work on problems during class time.<\/p>\n

The method is becoming more prominent as technology in schools allows for videos to be accessed easily, either on custom-made sites, on YouTube or downloaded to a device.<\/p>\n

A high school in Newmarket, Ont.<\/p>\n

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\u2013 Sir William Mulock Secondary School \u2013 is making the leap. Colloquially, they call it a \u201cBring-Your-Own-Device\u201d school where every student has to have a laptop or tablet to be able to use the technology.<\/p>\n

That technology has allowed teachers to flip their classrooms.<\/p>\n

Donna Green, a math teacher at the school, flipped her Grade 10 academic math class in the second semester. She uses technology that captures video of her computer screen along with her voice as she progresses through a lesson.<\/p>\n

The videos are usually shorter than in-class lectures, she says, because there are no disruptions.<\/p>\n

\u201cWhat I like about it is I am spending more time with the students than up at the board,\u201d Green says.<\/p>\n

\u201cWhat I don\u2019t like is when they are watching the video (at home) and they have an immediate question, there is no one to ask.\u201d<\/p>\n

Green tries to mitigate that problem by getting the students to write their questions down, and she goes over those questions first thing in class the next day.<\/p>\n

Despite some of the drawbacks \u2013 most of the criticism has centred on the fact that low-income students may not have access to the technology required \u2013 Green and other teachers argue that flipped classrooms are better for the students.<\/p>\n

There\u2019s some evidence to back up their opinion. A high school in Michigan, one of the worst academic performers in the state, flipped every classroom in 2011, and saw failure rates decline significantly while graduation rates soared.<\/p>\n

Green and her colleague, Amanda Belanger, surveyed their students in Newmarket through an online questionnaire about the new style. Two-thirds said they preferred it to the traditional \u201cchalk-and-talk\u201d method.<\/p>\n

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<\/p>\n

The results, Green says, show students like the ability to watch the videos at their own pace \u2013 they can pause, rewind and review them if they\u2019re puzzled.<\/p>\n

Then they apply what they’ve learned from the video lessons to problems that they work through in class.<\/p>\n

\u201cWhen we assigned homework before, the deeper problems were the stuff they weren\u2019t finishing at home because they didn\u2019t know how to do it,\u201d she says. \u201cNow they\u2019re finishing that at school, and we can help because we\u2019re around.\u201d<\/p>\n

Math and science are natural fits for the method, but Green\u2019s colleague, Derrick Schellenberg, uses it in his English class sometimes too.<\/p>\n

He employed it, for example, when teaching the 12 stages of the so-called quest pattern in mythology.<\/p>\n

\u201cThey would watch the video ahead of time and then we would deconstruct the idea in class; then we would apply it to a film or short story or a book or a play,\u201d he says.<\/p>\n

An important facet to the flipped classroom, both Green and Schellenberg say, is asking questions at the end of class to ensure all the students understand the lessons and the subsequent in-class homework. The teachers then immediately compile and tabulate the responses electronically.<\/p>\n

\u201cWhat\u2019s great is I\u2019ve immediately got a spreadsheet with 30 students, and I can go through them quickly and I can find the students who didn’t get the question rather than wait for a test to find out who\u2019s struggling,\u201d Schellenberg says.<\/p>\n

Donna Feledichuk, a University of Alberta professor who researches teaching methods, recently turned her attention to an economics class at the school that taught traditionally in one semester, then used the flipped method in the second semester \u2013 with the same content and the same instructor.<\/p>\n

Feledichuk was trying to understand why international students in the class were lagging significantly behind their Canadian counterparts. In the flipped classroom, there was an overall increase of 11.4 per cent in the final grade compared to the traditional class.<\/p>\n

As a side benefit, she notes, attendance increased to nearly 90 per cent from 65 per cent.<\/p>\n

She says students can pick up the theory much easier via the flipped classroom.<\/p>\n

\u201cWe get these big gaps in ability because some kids get it right away, but most students need more than one or two examples to understand a subject \u2013 many need more than seven,\u201d she says.<\/p>\n

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<\/p>\n

\u201cYou don\u2019t do that many in a traditional classroom, but you do in a flipped classroom. There seems to be a real benefit to students teaching this way.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

TORONTO \u2013 As Canadian kids prepare to head back to school, there\u2019s a growing movement gaining traction across the country …<\/p>\n","protected":false},"author":33,"featured_media":59149,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5],"tags":[35],"class_list":["post-59148","post","type-post","status-publish","format-standard","has-post-thumbnail","category-technology","tag-original","mauthors-liam-casey","mauthors-the-canadian-press"],"_links":{"self":[{"href":"https:\/\/canadianinquirer.net\/v1\/wp-json\/wp\/v2\/posts\/59148","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/canadianinquirer.net\/v1\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/canadianinquirer.net\/v1\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/canadianinquirer.net\/v1\/wp-json\/wp\/v2\/users\/33"}],"replies":[{"embeddable":true,"href":"https:\/\/canadianinquirer.net\/v1\/wp-json\/wp\/v2\/comments?post=59148"}],"version-history":[{"count":1,"href":"https:\/\/canadianinquirer.net\/v1\/wp-json\/wp\/v2\/posts\/59148\/revisions"}],"predecessor-version":[{"id":284978,"href":"https:\/\/canadianinquirer.net\/v1\/wp-json\/wp\/v2\/posts\/59148\/revisions\/284978"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/canadianinquirer.net\/v1\/wp-json\/wp\/v2\/media\/59149"}],"wp:attachment":[{"href":"https:\/\/canadianinquirer.net\/v1\/wp-json\/wp\/v2\/media?parent=59148"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/canadianinquirer.net\/v1\/wp-json\/wp\/v2\/categories?post=59148"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/canadianinquirer.net\/v1\/wp-json\/wp\/v2\/tags?post=59148"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}