Happy third week of school! With all the hustle and bustle you may feel pressed for time at this point of the semester. Despite having busy schedules, a diverse group of Leeward CC instructors have committed part of their Tuesday afternoons to partake in our workshop series, “Stop Lecturing and Flip Your Classroom.” In this eight week workshop series, we have been guiding participants in how to minimize time spent presenting information (aka “lecturing”) in class, and instead, maximize valuable class time engaging students in active learning by “flipping learning.”
In weeks 1 and 2 we laid the foundation of the flipped learning concept. “Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network). To engage in flipped learning, instructors must incorporate the following four pillars into their practice:
- Flexible environment
- Learning culture
- Intentional content
- Professional educator
You can read more about these four pillars here.
We are using Jackie Gerstein’s “Flipped Classroom: The Full Picture” model which organizes the flipped classroom process into four areas:
- Experience – Experiential Engagement (educator-suggested)
- What – Concept Exploration (educator-suggested)
- So What – Meaning Making (learner-generated)
- Now What – Demonstration & Application (learner-generated)
We’ve designed the workshop like a flipped classroom giving everyone (ourselves included) an authentic learning experience as we discover, share, and learn together. Next week, week 3, we will complete a full cycle of a flipped lesson/activity. Our participants will create their own mini lesson and activity using Nearpod, an interactive real-time assessment mobile app, to demonstrate and apply their learning of the flipped classroom concept by teaching a concept to each other in small groups and facilitating a short activity. The rest of the weeks will be spent on helping our participants plan and create their own flipped lesson(s) and activity(ies) using appropriate tools/technologies for their classes.
We hope that at the end of the eight weeks, our participants will feel their time has been well spent building a solid foundation in the design and facilitation of flipped learning, and will continue to create flipped lessons and activities to implement in their classes. Everyone benefits from a more active learning approach!
– Rachael & Brent