Flipping Classroom Trend

Education Moving Toward the Flipped Classroom Throughout the course of my introduction to the various methods of implementing technology in the classroom, I have read about, experimented with, and hypothesized about several forms of technology and how each could benefit the classroom. Some focus more on the implementation of a device, while other completely change the traditional format of learning in the classroom. At the rate of technological advancements, a fear lingers that choosing a devicecentered option will become quickly outdated, as the devices themselves become outdated; however, by changing the culture of the classroom, the issue of the type of device becomes null and learning occurs no matter the device, no matter the location, no matter the content. Because of the state and nationwide urge for classrooms to implement more technology in hopes to provide better education, the need for student flexibility yet maintain rigor, and the trend moving toward student-centered learning, the flipped classroom will become the most dominant technological trend in secondary education. According to the nation's report card, students are lacking in vocabulary development, falling behind classmates district-wide, state-wide, nation-wide, and internationally. Their lack of performance, in turn, leads to poor motivation and engagement; hence, the push for technology as a method of student engagement and motivation (Berkowicz & Myers, 2013). The flipped classroom is a potential answer to this problem. Within the flipped classroom model, students are still exposed to the same necessary standards-based content through online lectures, videos, and interactive classroom chat rooms; however, this simple understanding and recall of information occurs outside of the classroom. Within the classroom, the application, analysis, synthesizing, and evaluation take place under teacher supervision. Students will still learn all information, but sitting in class no longer becomes the norm; rather, actively participating and applying learned

Flipping Classroom Trend

information takes place. Not only are they engaged in the classroom, but surveys completed by students also suggest the technological element outside of class is attractive to students. Sixty percent say students like using technology, so the flipped classroom should be more engaging for them (Dunn, 2013). Engagement and motivation are automatic for those who took the steps outside of the classroom. Districts who have utilized the flipped classroom have also shown great improvement in student achievement in English, math, and discipline. Prior to the flipped classroom, over 50 percent of freshmen failed English, 44 percent of freshmen failed math, and there were approximately 736 discipline cases in one semester. After flipping classrooms, 19 percent failed English, 13 percent failed math, and only 249 discipline cases were reported (Strayer, 2011). Based on these statistics, it can be inferred that the flipped classroom has some impact on student engagement and motivation in the classroom that could have been causing disruption and poor performance in the traditional classroom. If motivation and active participation can have such a dramatic positive increase, its design will catch on quickly in a nation that is constantly striving to improve and reform the classroom. Another reason why the flipped classroom will prove beneficial in the near future are the many schools that are struggling to provide students with the rigor essential to performing academically in an ever-competitive society after high school. Teachers often feel as if learning does not occur in their classrooms if they are not playing a central role. On the contrary, teachers who have given up control have found they are able to reach even the most unreachable of students. For example, a teacher quoted in the article "The Biggest Hurdle to Flipping Your Class", explained this model actual forces students to learn content in order to perform the higher-order thinking skills necessary to actively participate during the actual school day. One of

Flipping Classroom Trend

his students explained, "I found it easier if I learned it right the first time" (Bergmann, 2013). Instead of class time focusing lower cognitive levels, students are spending class time more effectively and efficiently with more rigorous activities. This is what all educators should be striving for - using their time with students more effectively to challenge and create life-long learners. Flipped classrooms also place learning in the students' hands. According to the framework, student are able to watch lectures at home at their own pace. They are able to review lecture podcasts, videos, and other content as many times as necessary at a pace that is comfortable for them (Strayer, 2011). A student-centered approach to learning inevitably places more responsibility on the student, and surveys suggest a flipped classroom does just that. Sixtyfour percent think the flipped model places more responsibility for learning the hands of the student (Dunn, 2013). It seems as if the flipped classroom is the ideal method for moving educational practices into the next century. As argued by Berkowicz and Myers (2013), "If flipped classrooms are the answer to 21st century learning, then we owe it to our students to give it consideration". Classroom flipping is not a new idea; the trend has been spreading, and if most teachers have not yet used the method, they have at least thought about it. Due to teachers' intrigue and desire to keep up in the 21st century, the flipped classroom will become the educational trend in the secondary classroom in the next five years. This alternative form to teaching has benefits in terms of student achievement, course rigor, and adapting to student-centered learning. Students and teachers have found the flip beneficial to learning. Once the barriers of the traditional classroom are broken down, classroom flipping will quickly become more popular in this technological society.

Flipping Classroom Trend

References Bergmann, J. (2013, November 18). The biggest hurdle to flipping your class. Edutopia. Retrieved from http://www.edutopia.org/blog/biggest-hurdle-flipping-your-class-jonbergmann. Berkowicz, J. & Meyers, A. (2013, April 16). Flipped learning: Take it or leave it. Education Week. Retrieved from http://blogs.edweek.org/edweek/leadership_360/2013/04/flipped_learning_take_it_or_lea ve_it.html. Dunn, J. (2013, July 21). What is a flipped classroom? (Updated for 2013). Edudemic. Retrieved from http://www.edudemic.com/what-is-a-flipped-classroom-updated-for-2013/. Strayer, J.F. (2011). Flipped Classroom Conferece. Knewton. Retrieved from http://www.knewton.com/flipped-classroom/.