I see so many benefits since incorporating “flipping the classroom” learning strategies into my curriculum area (health care aide). The biggest benefit by far is the skills the students learn while doing the active learning. It is not just the “what” they learn but the “how and why” that assist them with developing the needed skills for the 21rst century. With the emphasis on the learning process and its application in the classroom, rather than just the “facts about content” the students have become eager to learn, engaged and have the opportunity to develop an even deeper level of learning and the have the added bonus of several other significant transferable skills. For example, when students prepare mini lectures, they are not only learning curriculum content and beyond better by having to teach it, but they are also developing; their ability to feel comfortable in presenting in front of a group, their ability to use technology in a creative way (powerpoint or google docs), their ability to search for reliable sources on the internet and their ability to discern what is the most important information (they also are assigned to develop questions for the class to answer and hand in). Leaning how to source information is a very valuable skill by itself and has many real life applications! As an instructor I have the time to observe, assess and ask questions to deepen their learning. Students have been given parameters to cover ( meta concepts.) These more- than- just -curriculum specific content skills are needed for the 21st century.
Ironically, as I write this blog I just heard my son invite one of his friends, that he is currently face timing, to join their annual hockey draft party by using use google docs to share the draft information! It appears Instructors in my son’s educational path have seen the value in these teaching methods that have real world applications!
In my classroom, students share practicum challenging experiences. This is another example of how I use flipped classroom techniques. Students reflect on their practicum experiences in journals as homework and then discuss in groups in the classroom. They compare, and analyze the theory they have learned and discuss how this translates to real work experiences. This develops knowledge, meta-learning, collaborative problem solving skills, and ethics.
Knowledge, skills, character development and meta learning are the four dimensions framework of educational goals that the Centre for Curriculum Redesign believes will effectively teach the competencies that students require to succeed in the world tomorrow. In my classroom balancing content knowledge and understanding with skills that apply that knowledge to the real world is done through the flipped classroom experience.