Sunday, 26 May 2013

Flipped Classroom: Could it work in a science classroom?

Recently, I attended an ICT in education conference called the ICTEV2013, at Melbourne Grammar School (Wadhurst Campus, Melbourne). There were many great keynote speakers and presenters from educators and classroom teachers who shared how they infuse ICT in the classroom.

One of the presentations called "Flipped classroom: The Journey So Far"by Sarah Hallows had caught my attention. Flipped classroom, is a pedagogical model which requires students to watch media content (usually pre-recorded videos) at home before attending their class. The in-class time is typically involving students doing exercises, projects, discussions or reflections.

At a glance, it sounds like an easy-to-implement pedagogy; however I see several challenges associated to the Flipped Classroom pedagogy:

1) It requires teachers to prepare curriculum-related materials before hand-- would this put pressure on teachers to produce their own content suitable for their students?

2) It requires participation of highly-disciplined students-- students who don't watch videos prior to the class may not be able to relate to the topic discuss in the class-- would students be left behind?

3) Teachers need to equip themselves with excellent ICT skills in producing videos, such as video editing, screen casting, animation skills -- these skills are essentials to make an effective presentation-- are teachers ready to learn new skills?

On the other hand, I also can see some plusses in implementing Flipped Classroom, such as:

1) Improves ICT literacy skills in both teachers and students

2) Allows for greater collaboration and encourages cooperative learning

3) Enhances higher order thinking skills and offers time for reflection (metacognition)

See the infographic below to know more about Flipped Classroom:

Flipped Classroom

Created by Knewton and Column Five Media

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