As was mention in my last post about gaming in the classroom, when the idea of flipping a classroom became mainstream, I couldn’t find any resources for how that could work for English. I felt that this post was DOOMED from the start. Not entirely giving up hope, I went to ask my dear friend Google to see if I could find any resources that would change my mind.
One of the first post that came up was TMI Flips English. Cheryl Morris blogs about flipping her English class. She stated that she too tried the traditional method of flipping, similar to Math and Science, and it just wasn’t working. She writes about what is working for her and the changes that she has made. It is great to read, but maybe my understanding of Flipping isn’t quite correct because I still am not sure how I can do it my classroom. It does give a glimmer of hope though.
According to The Tech Classroom, flipping is is transforming the responsibility of learning from the teacher to the student. Kate Petty discusses her views on the flipped English class. After reading this blog post, I did realize that I can spend more time guiding my students. This is not a new revelation either. I just struggle with how to do it for every student.
Catlin Tucker writes about flipped vocabulary instruction on her blog. She discusses how she uses vocab words in a sentence but doesn’t give students the definition. The students then use context clues for creating their own definition.
Are these examples truly a flipped classroom or just a student centered classroom where students have control over their own learning?
I am not the flipped police. I firmly believe that what these teachers are doing is SPECTACULAR. Maybe my idea of flipping is so boxed-in that I just can’t imagine it working for English. I understand it for Math and Science, but even after reading these English models. I am still quite uncertain.
The question still remains for me.
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Whoaooo¡¡¡ I love your honesty and see how you feel comfortable with the uncomfortable.
I think you are making a very interested point when you inquiry about the differences between a truly flipped classroom or just a student centered classroom, i would even add to the question is self-directed the same as a flipped classroom?
Once again, I suppose that we should judge the pedagogical component of it and especially if it works for our students. If learning is taking place. How important is the label compared with a succesful learning experience?
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Very well put! I struggled with what flipping would look like for English. What should students do inside and outside of the classroom to make a flipped class? How is that any different than a “traditional” English class? The struggles are real with this one. Maybe if I had a tangible view of an English class flipped I would be able to visualize it.
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Hi Terea,
I completely agree with your ideas here! I can’t quite picture my grades 6 and 7 ELA classes being flipped. We have a great science teacher who records lectures and posts them on YouTube, and students walk in her door the next day ready to do a lab.
How would this be in English? Here’s a video of me talking about formatting dialogue, organizing paragraphs, or visualizing as you read, now you better walk in tomorrow ready to format, organize, or visualize!
In English, our ‘labs’ are reading and writing. I think this is why the workshop model is so powerful. The mini-lesson format keeps time with students focused on applying what has been learned, giving ample time to write or read in class.
Hmmm, maybe the workshop model is the ELA version of flipped classroom.
Cheers,
Andrea
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Andrea,
Agreed! I attempted to look at this about a year and a half ago. Still haven’t been able to wrap my head around for ELA. Glad to know I’m not the only one who seems to think this way. Also, loved your post on Kindness! Since I also teach 7th and 8th ELA, let me know if you want to collaborate on any thing.
Best,
Terea
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