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The Flipped Curriculum
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A Question to Begin
What would the flipped version of this conference be like?
A café / A hangout
Schools without Walls
The Memoires of Jesse James
"I remember all those thousands of hours
that I spent in grade school watching the clock,
waiting for recess or lunch or to go home.
Waiting: for anything but school.
My teachers could easily have ridden with Jesse James
for all the time they stole from me." Richard Brautigan
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
2. 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
Self Directed Teacher Led
Individual Attention Class Attention
Asynchronous Synchronous
Performance Based Knowledge Based
Facilitator (incomes) Authoritarian (outcomes)
Inductive Deductive
Flipped Traditional
An Example: EnglishCentral
A practical example (in ELT)
1. Students study a video practicing giving directions / transitions.
2. Teacher monitors, facilitates, assesses
3. Classroom: - Performance based activities (retell / redo)
- Activities to address problems
- Assessment
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.
Suggested “Discovery”Finch, Andrew, “TEACHERS – WHO NEEDS THEM?: ROLES AND EXPECTATIONS IN THE
LANGUAGE CLASSROOM”Illych, Ivan, After Deschooling, What?Postman, Teaching as a Subversive ActivityRogers, Carl, On Becoming a PersonBruner, Jerome S., The Process of EducationChristensen, Clayton M., Disrupting ClassBradburn, Kris, How to Prevent Another DaVinciKohn, Alfie, It’s not what we teach, it’s what they learnRanciere, Jacques, The Ignorant SchoolmasterLittky, Dennis, New IdeasAckoff, Russell L. & Greenberg, Daniel, Turning Learning Right Side Up. Holt, John, How Children FailNunan, David, The Learner Centered CurriculumNeill, A. S. , SummerhillGatto, John Taylor, Why Schools Don’t Educate
Prompts
"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
Prompts
“the objective of education is learning NOT teaching.”
“Don’t let your schooling get in the way of your education” Samuel Clements
Prompts
"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
Prompts
"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”
Prompts
“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
Prompts
“The only kind of learning which significantly influences behavior is self-discovered or self-appropriated learning - truth that has been assimilated in experience.”
- Carl Rogers
“You cannot teach a man anything. You can only help him discover it within himself.”
- Galileo Galilei
Prompts
“The art of teaching is the art of assisting discovery.”
- Mark Van Doren
“The biggest enemy to learning is the talking teacher.”
- John Holt
Prompts
"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.
- Mao Zedong
