I've been feeling really challenged this year by homework. I think that because the classes I teach are nongraded / no credit classes, students sometimes see them as "no effort outside the classroom" classes. Even those motivated students who are diligent about completing homework sometimes just don't know how to approach homework - they've never learned how to study and how to make the most use of out of class assignments. And because attendance is often an issue (sometimes for totally legit reasons; sometimes for pretty sketchy reasons), I'm always looking for resources for students who need to catch up on things they've missed. I've toyed with the idea of flipping my classroom for a while now and finally decided to give it a go this term because I believe that flipping my class can help me deal with many of those issues.
If you're not familiar with the flipped classroom model, here's the quick and dirty explanation: a flipped classroom inverts the usual model of "students learn something new in class and then practice the new skill/content outside of class." In a flipped classroom, students are first exposed to a new concept or skill before they come to class - usually via a video or reading - then spend class time practicing and applying the new concept/skill with the teacher's guidance. My hope was that flipping my classroom would make students more likely to do the assigned work because they would see more reason to do so, would give me more opportunities to help students with the practice part of the cycle, and would lead to a situation in which students who missed class could easily access information on the content they missed rather than just getting a make-up homework sheet that they hadn't been taught to do.
Since this was an experiment for me, I decided to start with a "mini-flip" of my math class. I began assigning my students a video (or videos) to watch on whatever topic I planned to cover the next day in class. Most of the time, I use Khan Academy videos and/or videos that I create. To add some accountability, I created questions to accompany each video - sometimes questions related to how information was presented in the video, sometimes questions related to the content itself, sometimes questions about the connection between the video content and what we'd already studied in class. Other times, rather than a video, I gave the students a reading and related questions. In class, we discussed what they'd watched or read, cleared up any areas of confusion, and did small group work or independent problems and projects to apply and practice the new material. I do still periodically assign practice and projects for homework, so I haven't truly flipped my classroom.
So far, this routine is working well. While there are still a few students who are not doing homework regularly, some of the students who were not doing homework before the flip have been willing to do the "flipped" work. Students show up to class with questions nearly every day, and we've had great discussions and "aha" moments. I did have to work out some technical bugs related to accessing videos - I started off posting links on our class web page, but some students who were accessing videos with their cell phones were bypassing the class page and trying to search directly for videos on YouTube, with varying results. I worked around this issue by continuing to post links on our class page, but also creating a playlist for our class on my YouTube page. Each week, I post a comment on my YouTube page that links to the class videos, which allows students to more easily find videos with a YouTube app or phone browser.
For more information, Vanderbilt University's Center for Teaching has a
great explanation of flipping and suggestions for successfully flipping a classroom. A recent
Inside Higher Ed article looks at the pros and cons of flipping. You can also check out the
Flipped Learning Network for more information and resources.
