Blog reflection of my 20% project–Febuary 14

The title for my project so far is :”The advantages and disadvantages of flip learning in science classes.”  
I first want to list a series of questions and concerns that I have about flip learning and see through research if these questions are adressed… This will help put perameters in my research and maybe address the concerns others might also have on this topic.

Questions such as:

1. What are the immediate and long term benefits  of flip learning?

2. What this type of teaching more or less time consuming,for both the students and the teacher?Are text books completely eliminated? How is class time used?

3. Since the lecture is not interactive, and traditionally lectures are always modified according to the students needs, how are these questions and needs carefully addressed?How are their concerns clarified?

4. How are special needs children supported?

5. Is there an age limitation to using this method? Too much flexibility, or responsibility.

6. Are the resources available to all teachers and students? Are the skills carefully presented to the teachers so that no disadvantages arise from the traditional method?

7. Is it going to be part of a bigger problem, that one institution is going to to “own” is all, allowing less flexibility teachers.

8. Does it allow for more a passive then interactive and active learning? How does the student teach how watch the video content for comprehension?

9. At what point does flip learning become destructive in science? Since science is always seen as an interactive discipline regarding observations, data analysis, and lab work.


These are quotes from teachers who used this method of teaching:

One criticized:

“It’s not the flipped classroom specifically,” Bogost, a game designer and professor in the School of Literature, Media and Communication, said. “It’s kind of the evolving anxiety involved with … the operation and ownership of institutions.There is reason to believe that continued investment in even the local, non-scaled, modest version of flipped classrooms will at the end of the day benefit these MOOC-like solutions because they will provide evidence and fodder and materials in general,” he said.

Others enjoyed the idea,
Shelly Wright described in her blog to her superintendent:
At the end, he looked at me and said, “So the videos — did you make your own, or use ones that someone else had made?” My immediate thought was, “you don’t get it.” I was candid: “If you think it’s only about the videos, then you have a really shallow definition of what this could be. The real power is when students take responsibility for their own learning.”



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