During my class at Liberty University, we learned about flipped lessons plans. Flipped lessons are a fun way of allowing students more time in class for hands-on, project-based, and more meaningful lessons. Students learn the content prior to the class. When students attend class, they take what they have learned and apply it. The sequence of the learning process is backwards. Students typically watch a video as “homework” then do the work in class, rather than learn from a teacher in class then go home to do homework. Homework, in the traditional sense, has been at the heart of debates for quite sometime. There are advantages and disadvantages of homework.
Homework is an important fact of life for the overwhelming majority of primary age pupils and their families. For many parents and teachers, however, homework practices are unsatisfactory, frustrating and poorly considered (Rudman, 2014).
So, the question becomes how does one create lessons that keep students engaged, increase achievement, ownership of the assignment, and provide optimum learning for students. The flipped lesson offers the ability to have that achieved. Mok (2014) found:
One of the biggest advantages mentioned by students is that they had the option to watch each video lecture as many times as required to be prepared for class. The author also observed that students were more engaged and empowered to take on more ownership for their learning.
I am going to perform informal research on my children this week and the use of flipped lessons in our homeschool. All three children have tablets with YouTube for Kids installed. I will provide them with lessons either subject-based, mini-unit studies, or both. (Mini-unit studies integrate several subjects but excludes some content areas such as math.) I will post the lessons and their effectiveness as I am able to report.
Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7-11.
Rudman, N. P. C. (2014). A review of homework literature as a precursor to practitioner-led doctoral research in a primary school. Research in Education, (91), 12-29.