Does anyone utilize a flipped classroom? I don't think that I will ever transition to a 100% flipped classroom style, but I am interested in hearing if it has worked for anyone in the Ag Teacher world. Thoughts?
I had never heard of this until your post. However, the short amount I read about it, I wouldn't do it 100% either. I don't think it would work very well in an Ag classroom. However, with that in mind, considering our SAE application is already incorporating this in a way. I think if you set up a website that allowed students to access you PowerPoints and worksheets for those who missed a day or need the information to review, would be very helpful.
I teach in a flipped classroom format, known as Team-Based Learning (TBL). This is a transformative pedagogical practice that I think could be adopted in the secondary setting (I teach at the university level). For those considering flipping or not flipping, I pose a simple question; when do students need the teacher most- when being introduced to content, or when they are struggling to apply the content knowledge in solving complex problems? I have included a description of TBL below.
TBL relies on group work throughout the entire course. Units are put together in what we call modules, and entire courses are typically 5-8 modules.
Within each module you have A) pre-readings, B) accountability protocol (individual and team tests- known as individual readiness assurance test and team readiness assurance test- IRAT and TRAT), and C) application exercises.
Students are required to complete assignments (i.e., readings, viewing presentations, videos) before coming to class. During the first part of the face-to-face meeting, students take an individual test and then complete the same test with their team. During the TRAT, students can discuss answers. They complete these TRATS on 'scratch' cards. They scratch A,B,C, or D depending on their decision. If they got the answer correct, they will see a star. They scratch until they uncover the star (only receive points for uncovering the star within the first two attempts in my class). After the team test, students are allowed to appeal if they feel there was ambiguity in the question or pre-class preparation material. Once that process is over, students spend the rest of class time on application exercises.
An important factor is peer evaluation. Students evaluate each other 4 times throughout my course. These evaluations are calculated into the students grades. On the first day of class, once teams are established, their first decision is setting grade weights. Students decide 75% of their overall grade on three factors; 1) individual performance, 2) team performance, and 3) Team Maintenance/ Peer Evaluation.
This semester students set them in the following manner:
1) individual performance- 7.5%
2) team performance- 52.5%
3) Team Maintenance/ Peer Evaluation- 15%
An example module in my Farm Management Course.
Finance Module- 2 weeks
Lecture Period- IRAT and TRAT 1st week
Week 1 Lab- Application Exercises- Calculating Net Worth Statements, Processing Bills
Week 2 Lab- Application Exercises- Creating partial budgets, creating cash flow statements, creating income and expense reports
This is a very structured method of flipping a classroom, and I think it could be very successful at the secondary level- agricultural education courses included. There are currently two secondary schools in Singapore that are entirely taught using this method.
I encourage you to check out the TBL website at http://tblc.roundtablelive.org/
If you have any other questions, or are interested in discussing the process a little more in depth, shoot me an email at email@example.com
I have been blending/flipping/and blending for the last few years. It is a rewarding but challenging aspect to the classroom. Accurate and frequent assessments are needed to measure understanding of concepts to be able to apply any PBL (problem based learning). My recommendation is to flip one lesson first then see how it went. Next time flip two and move on. Don't give up because it can take time. An easy one to try is for agriculture inventions. Have the students research the instructional material before class, quiz them on what they learned using exittix.org or socrative with their own devices (or laptops), then have them make an improvement to an invention they studied by giving them a variety of materials to use (play-doh, toy tractors, legos, modeling clay, pipe cleaners, spools, toothpicks, etc). Give it a whirl!!
I would like to echo what Amy said, begin with a lesson or two in order to test the waters. It is a very demanding process on the front end, but is also a very rewarding process.
Where do you post your lectures?
Kyle, for my course, all material is organized on BlackBoard. Other LMS programs can be utilized for the same purpose. I would recommend exploring Moodle or Google Classrooms. If you would like more info, shoot me an email at firstname.lastname@example.org
Thank you all so much for your input! I have also been considering using something like Nearpod more often instead of true flipped lessons. Vay, I have a fairly extensive class website and that has helped a lot, but I wanted something more interactive. I would like to get to the point where I not only have my lessons and notes on my website, but also more video links and recorded lessons for extended help. Amy, I love your advice about flipping just 1 or 2 lessons at a time, thank you!
I use an internally-flipped classroom. The problem I had with a traditional flipped classroom was that (especially with some of my clientele), the only ones who completed the out-of-class work were the students who least needed the flipped format. What i do instead is keep everything in my classroom. I introduce the topic on Monday (usually with a video) and we have a discussion. On Tuesday, instead of lecturing, I use guided notesheets and clearly-written notes and allow students to work independently or in small groups to teach themselves (this is the flipped part). Periodically I stop them and ask for questions but most of their learning is independent. As they work, I circle to check progress, ask questions to check for comprehension, and answer questions they have. On Wednesday they test their own comprehension through an inquiry-based lab or worksheet. On Thursday, they have time to ask me to clarify any concepts for which they are still fuzzy, and then they take a quiz. We grade the quiz in class so that I can explain what the right answer should be and why it is right. Fridays are usually reserved for career prep (college & career profiles, resumes and cover letters, etc.).
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