Flipping Classroom – Parent FAQ
1. Why is AHS supporting flipped classrooms?
Teachers found students were struggling with the homework in some courses. After looking into this issue, it was determined many times students did not understand how to complete their assignments. Teachers needed additional class time in order to provide students the help they needed to be successful on their assignments. The flipped classroom structure allows more time for interaction and intervention for students as well as hands-on engaging activities to support students in higher level thinking and learning.
2. Are students given the option to take a flipped or traditional class?
Flipped classroom is a teaching style, not a choice for the student. The standards and content do not change within a subject area based on what style a teacher uses for instruction.
3. Does research show flipped classes are an effective way for students to learn?
Yes, research shows students struggle with the higher level problems traditionally sent home as homework. The point of the flipped classroom is for teachers to send the direct teach piece home where students can rewind and review as needed. This provides class time for teachers to be able to work with students on application/analysis level classwork. In addition, AHS has data showing improvement of student’s performance within a grading period and district benchmarks.
4. If a child has a demanding schedule, when can the videos be watched other than late at night?
With the BYOD policy at AHS, students can watch videos between classes, on the bus, at lunch, or during any of their personal down time. Also, there are computers available in the library and in most teachers’ classrooms. With permission a student could watch the videos after the classwork is complete.
5. Why aren’t the teachers teaching anymore?
Teachers are facilitating learning within their classrooms. The traditional lecture has been replaced with teachers working with students individually and/or in small groups in order to help students in the mastery of the curriculum. The instruction is not necessarily "whole group" but differentiated to meet the needs of individual students.
6. What are the options if students don’t have internet at home?
Computers are available in the library and most teachers’ classrooms. With permission a student could watch the videos after the classwork is complete. Many students share phones/iPads/etc to watch videos. All teams have available tutoring times where students can watch videos.
7. Why do some teachers use the same video?
Because the standards and content for a subject area are the same, some teams have opted to collaborate on the making of the videos. This insures all content is covered to the depth and complexity required by the Texas Essential Knowledge and Skills.
8. Why are videos at different levels of technology sophistication?
Just as students have different learning styles, teachers have different teaching styles. Some teachers are more comfortable talking on camera while others prefer to be off camera during their videos. Students have different preferences in the style of the video, while some want to see a person talking, some find this distracting. The content and the material covered is what is the most important.
9. What if a student learns best from listening to lecture?
Students are still getting the lecture, however research shows true understanding and comprehension requires a student to practice and apply the learning. Flipped classes allow more time for practice and application with help from the teacher.
10. What if my student needs the teacher to work the examples?
Videos usually include the teacher working examples with each step shown. Students can stop, rewind and review anything they might have missed. In addition, as the teacher interacts with students during class and areas of need are identified, the teacher will work additional examples either with individuals or groups depending on student need.
11. What if my student prefers large group to small group discussions?
There are still some large group discussions within a classroom, however small group setting allows more interaction and higher-level discussions between students. Also, as the teacher moves between groups, there are more opportunities for individual interaction between students and the teacher.
12. What if a student needs to ask a question during the video?
Many teachers have provided students with a method to ask their questions as they watch the video or students can make note of any questions in order to ask them at the beginning of class. Also, with the ability to rewind and slow down the video, students can often answer their own questions.
13. Is the expectation for students to master a concept through a video?
No, and in most cases students would not have mastered the concept after a traditional lecture. The expectation is for students to have a basic understanding which will be built upon through in-class hands-on practice and other activities.
14. My student can learn the material sitting through a lecture and doing a minimal amount of homework, so why are they expected to work the entire class period and watch videos at home?
Research shows this type of learning is short-term only. With the addition of STAAR EOC testing in many subject areas, we need to increase retention and help students with increase in rigor.