On October 23rd, 2014, we updated our
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My teachers could easily have ridden with Jesse James
for all the time they stole from me."
Learn on your own THEN Learn together
Two Conditions for a Flipped Curriculum
1. The Teacher is “out of the way”
- a self directed learning focus
There is no rush.
-The learning emerges on its own
The Premise / The Promise
The Fisch Flip
“ The idea behind the videos was to flip it. The students can watch it outside of class, pause it, replay it, view it several times, even mute me if they want,” says Fisch, who emphasises that he didn’t come up with the idea, nor is he the only teacher in the country giving it a try. “That allows us to work on what we used to do as homework when I’m they’re to help students and they’re there to help each other.”
A Comparison Flipped Traditional Deductive Inductive Authoritarian (outcomes) Facilitator (incomes) Knowledge Based Performance Based Synchronous Asynchronous Class Attention Individual Attention Teacher Led Self Directed
An Example: EnglishCentral
A practical example (in ELT)
Students study a video practicing giving directions / transitions.
Teacher monitors, facilitates, assesses
- Performance based activities (retell / redo)
- Activities to address problems
The “Upside Down Lessons
How can you
flip - what you do?
This isn’t Teaching!?
No, it isn’t.
That’s the point.
It is learning NOT Teaching.
What about Classroom management?
This is the anecdote to classroom management problems!
Students that are involved and active are much less to cause trouble or be off task.
Get them involved and active and your teaching life will be much easier!
My superiors will never buy this!
Get reading! Support your arguments with research and use a soft sell.
Pitch it as “for the benefit of the student” and it will sell itself.
Take baby steps, one week, one unit at a time.
Show off your student’s accomplishments!
The parents definitely won’t!
Yes they will, once their children return home full of talk about class and excited about their next project or activity!
Parents will understand once they see the results.
How do you assess this?
Easily. Use rubrics and better if they are developed with/by the students.
Focus on functional based assessment, what the students accomplished and can do.
Keep tracking sheets and records – let the students do the work by filling them out!
My class has too many levels for this to work!
That’s precisely the greatest reason to use it!
Students learn by teaching and sharing with each other actively.
Other students are great scaffolds and mentors. Don’t underestimate your students as teachers!
Isn’t this too much work?
Like anything, it takes time/effort to start up.
But in terms of delivery, once it is started, it is vastly easier and less stressful than direct instruction. The pressure is “off” the teacher. In fact the pressure is “off” everywhere.
How do I start?
Be the guide on the side NOT
the sage on the stage.
Ask students what they want to learn.
Step back, make the students the focus of attention.
How do I start?
Start with Production. Flip your lesson and deliver it upside down.
Don’t get hung up on specific “outcomes”. Ask yourself, “are they learning?”.
How do I start?
Start experimenting with your GOOD classes.
Take a risk and give students the materials and see what they can do with the briefest of instruction/outline.
Consciously rein your teaching in and imagine your class as a living space and not a working space.
Finch, Andrew, “ TEACHERS – WHO NEEDS THEM?: ROLES AND EXPECTATIONS IN THE LANGUAGE CLASSROOM ”
Illych, Ivan, After Deschooling, What?
Postman, Teaching as a Subversive Activity
Rogers, Carl, On Becoming a Person
Bruner, Jerome S., The Process of Education
Christensen, Clayton M., Disrupting Class
Bradburn, Kris, How to Prevent Another DaVinci
Kohn, Alfie, It’s not what we teach, it’s what they learn
Ranciere, Jacques, The Ignorant Schoolmaster
Littky, Dennis, New Ideas
Ackoff, Russell L. & Greenberg, Daniel, Turning Learning Right Side Up.
Holt, John, How Children Fail
Nunan, David, The Learner Centered Curriculum
Neill, A. S. , Summerhill
Gatto, John Taylor, Why Schools Don’t Educate
"the function of a child is to live his own life — not the life that his anxious parents think he should live, not a life according to the purpose of an educator who thinks he knows best.“
“ I’d rather graduate a happy street sweeper than a thousand neurotic prime ministers.”
-- A.S. Neill
“ the objective of education is learning NOT teaching.”
“ Don’t let your schooling get in the way of your education” Samuel Clements
"Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught." -- Oscar Wilde
“ You can't learn in school what the world is going to do next year. ”
-- Henry Ford
"I hear and I forget; I see and I remember; I do and I understand.” Chinese proverb
“ Give a man a fish ; you have fed him for today. Teach a man to fish ; and you have fed him for a lifetime”
“ Personally, I am always ready to learn, although I do not always like being taught.” - Winston Churchill
“ I never teach my pupils; I only attempt to provide the conditions in which they can learn.”
- Albert Einstein
“ The only kind of learning which significantly influences behavior is self-discovered or self-appropriated learning - truth that has been assimilated in experience.”
“ You cannot teach a man anything. You can only help him discover it within himself.”
- Galileo Galilei
“ The art of teaching is the art of assisting discovery.”
- Mark Van Doren
“ The biggest enemy to learning is the talking teacher.”
- John Holt
"The things we know best are the things we haven't been taught.
Marquis de Luc Vauvenargues
“ If you want to know the taste of a pear, you must change the pear by eating it yourself. . . . If you want to know the theory and methods of revolution, you must take part in revolution. All genuine knowledge originates in direct experience.