Hello. I am Sandy Dewey. This is Blog Post # 4 Forum 6 for EDUC 638 and I will briefly discuss option # 5, The Flipped Classroom Instruction Model
Sheninger (2014) describes the concept of flipped instruction as a concept of blended learning (pp. 154-155) where the role of the traditional learning environment is reversed and placed in an online format according to Knapp’s article, Increasing Interaction in a Flipped Online Classroom through Video Conferencing (2018, p. 618). It is by this means that content is delivered through video lecture, group collaboration, or where chats can take place, and the idea of homework is now conducted in the physical classroom for activities, discussion, and group work. Whitehead, Jensen, and Boschee (2013) state the use of this approach makes the teacher more a tutor, resource, or facilitator…” (p. 3).
Flipped instruction is seen as a positive for parents who often have issues with the amount of homework issued and reduces the stress of helping their children with assignments. Teachers can benefit from the amount of homework sent home only to be graded later. It also lessens the stress for students as they can turn in assignments while in class. Thus, reducing the amount of excuses, such as ‘my dog ate my homework.’ Another positive would be to conduct familial conferences between teachers and parents as an easier way of connecting due to work schedules or other commitments.
Some of the cons may be the lack of internet access in some homes or sudden loss of electrical power. Also, families have unique schedules filled with various after-school activities that can also interfere with being online. Teachers likewise, must make sure that students and parents know how to maneuver the diverse ways of using online tools. As much as this may be additional work for educators, it is how it is utilized with consistency that brings a constructive change to this format. If this concept is only used sporadically, then it will not yield productive results. Yet, this idea should not be discounted as more professions are enabling the flipped method in all walks of life. This only reveals that this concept is helpful in teaching technology to all parties in school communities.
In our humanity, we must also have the will power to turn off our devices so that we do not begin to look at these as the people we are interacting with. We need to learn to physically interact with one another. As we read in Hebrews 10:24-25a (New International Version), “And let us consider how we may spur one another on toward love and good deeds, not giving up meeting together, as some are in the habit of doing, but encouraging one another…”
We should never think that technology is something that we are using to replace the physical and social interaction of people, especially in the concept of families. We need one another for fellowship as we were created by God to be in fellowship with him.
Knapp, N. F. (2018, October 05). Increasing Interaction in a Flipped Online Classroom through Video Conferencing. TechTrends, 62(6), 618-624. doi:10.1007/s11528-018-0336-z
Sheninger, E. C. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin.
Whitehead, B. M., Jensen, D., & Boschee, F. (2013). Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin, a Sage Company.