Flipped Classrooms
Remember what a Flipped Classroom is? Just in case check this out!
Remember what a Flipped Classroom is? Just in case check this out!
Now let´s have a look at the following video and answer the following questions:
How would a Flipped Classroom look like in Colombia?
What kind of materials would be needed?
What about classroom environment?
Roles? Teacher, language, students.
I am sure your ideas will be very creative!!!
What kind of materials would be needed?
What about classroom environment?
Roles? Teacher, language, students.
I am sure your ideas will be very creative!!!
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ReplyDeleteIndeed, the flipped methodology is a very good alternative for large classrooms in Colombia. In terms of materials, a few things are needed: A space where the students can access to digital devices and, of course, access to Internet. In some cases, the majority of students have access to Internet at home; conversely, there are many students who still cannot afford this service. However, a flipped classroom can be arranged in a library, Internet café, or in another public space; so the lack of Internet is an obstacle that can be easily overcomed.
ReplyDeleteYou may insert the "followers" gadget in the bar, so this blog can be followed.
ReplyDeleteThough I consider flipped classrooms methodology is interesting and quite innovative (some authors like Puren wouldn't agree with my statement), I still think we are far away to implement it here as it has been really proposed, especially, due to technology access constraints that some parts of society must face. In addition to that, FC methodology implies a shift in paradigm since it requieres new roles for teachers - who are no longer those who have knowledge, power and authority, but rather guides and members of a shared community in which students can also participate and manage their own learning processes- (which for some teachers it is sometimes hard to understand whether because of tradition or because of some archetypes they have built throughout), as well as more autonomous students. The latter point, though not impossible to find, is very hard to development in a culture like ours so accustomed to depend on others rather than on the self. In conclusion, the challenge is huge and, as in any other shift in paradigm, a lot of time, patience and perspective are required.
ReplyDeleteI remember I saw this video when the assigment was given to us. This is a very interesting methodology to be tried with primary schoolers. As for me, it is going to be way easier to grow in them the seed of autonomy which is the main key for this approach to succeed in the learning environment. Nonetheless, this can be tried with high schoolers having in mind that at the beginning might be a bit harder for them to realize that this proposal depends mostly on them and the interestest that they have on the topic that they are learning. All in all, we as teachers from the 21st century should take the risk of being innovative in the class and flipped classrooms clearly allow us to do it.
ReplyDeleteCOMMENT BY ANGÉLICA GONZÁLEZ AND ADRIANA PINEDA)
ReplyDeleteAt first sight, technology has become an integral part of educational settings in recent years. Even in Colombia, technological advances have suggested new ways of teaching and learning process allowing an alternative to traditional education. For this reason, a flipped classroom could represent for this country (for a long time recognized for its homogenizing and traditional education) a profound change as long as learning process would be centered on the student, allowing the development of innovative activities, engaging. and motivating to students. However, a flipped classroom in Colombia, even in the present, it is difficult to applied due to the lack of responsible access to ICTS.
Although nobody denies the educational potential of technologies such as internet, virtual reality etc.; several studies show that classrooms are not completely ready to incorporate them. On the one hand, according to OCDE and Mintic’s reports (2017), there are in Colombia seven students per technological device, and 64% of households have access to internet, however, studies show that spite of the fact of having computers or tablets, it has not been shown that these stuffs generate improvements in reading, math or science in the countries that invested in them. In other words, it means that to believe that a technological device could improve students’ learning by itself, is a flawed concept.
For this reason, 'flip a classroom' requires a sense of responsibility on the part of the student in regards to the use of technologies, especially at home, but also requires that the role of teacher aims to guide, facilitate and organize student-centered classroom environments, “paving the way for students achieving a more active role in their learning” (Basal, ahmet 2015). In this sense, the teaching-learning process is much more complex. For this reason, it is necessary to design a strategy in which students take ownership of their own learning through teaching guide process.
Bearing this in mind, it can be useful in Colombia to develop learning environments that apply collaborative strategies, considering meaningful context for Colombian students, in such a way as to guarantee them a significant experience, otherwise students will feel a barrier between content viewed in class and their learning experience. Similarly, the students’ lifelong learning should not be affected by poor technological access.
In this way, we propose for teaching practice, a project in which students will be researchers of their own environment.
second part: (COMMENT BY NATALIA GONZÁLEZ AND ADRIANA PINEDA)
ReplyDeleteThis project will be developed in regards to collaborative approach through three possible stages:
1.The first stage would be one with exploratory purposes derived from the application of a participatory action research framework or (IAP). It is a method by which you investigate while intervening in / from a community. There, people or groups affected by the problem, identify their needs, plan and develop actions to overcome it, and also, they become involved into a process of empowerment in which the external researcher acts as a promoter and catalyst of change.
In this sense, the first stage would be a stage of inquiry where teacher should give students all necessary tools such as video tutorials about topics that can be investigated by students: typical foods, places, idiomatic expressions, customs, free time activities, music and so on. On the other hand, these tools could be also related to top-line issues such as elaborate texts either written or graphic. All these, will be given virtually or through Usb.
2. The second stage, covered gathering information, where students will explore and gather data depending on the topic they have chosen. It would be developed through interviews, photographs or recordings.
3. Finally, there will be a stage of analysis of gathering information. It would be done into the classroom collaboratively There will be define are formal aspects and the type of text to be published: a newspaper, a newsletter, a video (it will depend on the available resources).
It should be noted that, during the whole project, teacher will provide students support through multimedia tools: videos, audio etc. and tutorial sessions. In this sense “The rationale behind the flipped classroom methodology is to increase student engagement with content, increase and improve faculty contact time with students, and enhance learning"(.Rotellar, C., & Cain, J. 2016).
References:
-https://m.eltiempo.com/vida/educacion/estudios-dan-un-balance-sobre-las-nuevas-tecnologias-en-las-aulas-246220
-Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American journal of pharmaceutical education, 80(2), 34.
-https://www.elheraldo.co/ciencia-y-tecnologia/el-64-de-los-hogares-en-colombia-cuenta-con-acceso-internet-ministro-tic-395645
Good morning teacher and partners. Here you have our proposal (Diego Cárdenas and Óscar González) On the topic of flipped classrooms)
ReplyDeletehttps://drive.google.com/file/d/18TJoB4Tz1uai645SI9jvEG2ucjI_tbXX/view. Click on the link to check out the lesson plan. H ave anice day
If you cannot click on it, just copy and paste it on google. It willbe shown to you directly.
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DeleteGood day, everyone.
ReplyDeleteHere you have the link to our proposal made by María Paula Cárdenas and Diego Rodríguez.
https://docs.google.com/document/d/1-mg08qgHu8lobvWoJQE1KTqUq6XxytSZEf7pLMqT26c/edit?usp=sharing
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ReplyDeleteThis is our lesson plan.
ReplyDeleteAndrea Arevalo and Angie Cortés
https://drive.google.com/drive/folders/1DkNCv9-G9MUo5KGf3GKu6Z3636pYtj2s?usp=sharing
About the "flipped classroom" in Colombia, I think it would be difficult to implement, it can take a long process of adaptation, this because of our culture, because we do not have in most (not all) good time management and autonomous work. On the other hand, as a fundamental axis we should have access to technology or the Internet, which in many regions of the country is complicated; as an alternative way to at least have access to libraries, but young people do not usually approach these sites.
ReplyDeleteHowever, as I said before, it is a process and regardless of the time and limitations that may arise, you have to start with something and experiment to adopt and transform according to the context and it's needs.
Good evening,
ReplyDeleteHere I share the lesson plan of a Spanish-literature class to be applied in sixth grade, using TICs.
https://docs.google.com/document/d/1MSx7pOnD1ouPXzsqHF7Sihi7ZNADRTGVXxzstpyNIW4/edit?usp=sharing
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ReplyDeleteFor thinking about Flipped Classroom in Colombia, it is important to recognize some technologies limitations in schools or even at home, since not all students have access to internet. However, at the moment there are multiple solutions, like public spaces. Maybe, in Colombia it is difficult to apply completely by the traditional methods and the fear of change.
ReplyDeleteIt is important to mention a fundamental pillar, about how this type of methodology allows students to be more aware of their learning process, and build autonomous work. In addition, although in this aspect the teacher is not the only carrier of knowledge, it is necessary to provide interesting tools to avoid lack of motivation, a risk in Flipped Classroom. In my mind, it is worth a try to open the door to new possibilities innovative and challenging.
Firstly, I would like to say that Flipped classroms is an interesting and visionary strategy in terms of a blended learning that replace the traditional education model.
ReplyDeleteNevertheless,Wondering a flippled classroom in our country is challenging and ambitious but necessary.
"Flipped learning pedagogy stems from the premise of inquiry-based and egalitarian philosophy: with the growing access to vast information through the internet, the traditional model of teacher as the sole steward of knowledge has become obsolete" (Jenkins et al., 2017)
According to this statement, the growing of technology nowadays
and the huge access to information becomes the present role of the teacher unnecessary. It means that the idea of education, the role of learners and teachers should change because flipped classrooms implies an active, collaborative and peer-learning characteristics.This involes two important facts, first , learnners autonomy and second a researcher and openminded attitude of teachers.
it is important to mention as Adriana said comments above that one of the most relevant difficulties is technology access in Colombia, not only for equipments coverage but also for quality of internet service for the whole Colombian territory, taking into account rural areas.
References: Flipped classroom -University of Queensland(2017) http://www.uq.edu.au/teach/flipped-classroom/why-flip.html
Initially, I want to share with you the next video https://youtu.be/9zeDBHKmWb4 (Señal Colombia) because it was produced in a region of the periphery in Colombia in which we can notice how teachers create successful learning strategies. Besides, it is important to reflect on our variable contexts throughout the territory where is feasible to develop learning strategies in spite of lack of sources (technological and more in this case) taking into account the necessity -as flipped classrooms approach proposes- students can participate in collaborative activities to solve and think about their specific problems and difficulties. In brief, teachers need to put into practice the creation of creative spaces and exercises while they are sharing factual knowledge even with absence of materials and technology.
ReplyDeleteThe flipped classroom is a very interesting way to provide a class. It allows the student to become autonomous of his own learning. In the same way, it brings them closer to their reality and help them learn according to their learning processes. In the following link you could see an example of flipped classroom. Not only the teacher is immersed but also the student.
ReplyDeletehttps://docs.google.com/document/d/1jGvPs59ZlAOsnCcm1knYUrKGD2HyQdqKAH0NiViHZmk/edit
DeleteSomething that I forgot, it is the Colombian reality in some regions of the country where not all teachers can access to technology. I want to show you a video where you can see a little about this reality:
https://www.youtube.com/watch?v=VaBNjFk9jqk
Implementing the flipped learning model in Colombian classrooms will take not only a long time but a whole preparation of teachers and schools in terms of knowledge on ICTs and resources. Additionally, it would imply a complete change in the paradigm of education in our country, since a traditional view of teaching is still present in most schools. Flipping a classroom in public institutions in Colombia is limited, first, by the access to electronic devices and internet that students have at home; and second, by the acceptance, commitment, and knowledge of educational actors.
ReplyDeleteAlthough the government (Presidency, Education Ministry and ICTs Ministry) has taken part in initiatives as "Computadores para Educar" providing schools with technological resources and strategies to implement the use of these resources in classrooms, significant learning is not taking place due to factors that the government is not covering, as states Fernando Bedoya (Computadores para Educar Executive Director): "(...) con llevar dispositivos hasta las instituciones no estamos cerrando la brecha de inequidad en el acceso al conocimiento, esto requiere del desarrollo de capacidades en los actores para apropiar estas herramientas como un medio para experimentar nuevas formas de aprender en los estudiantes, así como la importancia de divulgar y compartir prácticas pedagógicas con uso de TIC para que sean replicables a otros contextos. (Bedoya, 2017 as cited in Santacruz, 2017).
Finally, when the government provides the right preparation of actors to assume the use of ICTs in classes, when the actors themselves take a position in the educational process, then the challenge to flip a class will be taken; the roles of teachers and students will transform into more active ones: as teachers prepare videos and lectures on topics, students will interact with knowledge at their own pace, facilitating the learning process and the achievement of educational objectives that the government pretends to reach.
According to the video and its proposal, flipped classroom offer a solution for the education access.
ReplyDeleteHowever, and taking into account our context and the struggle for having access to basic services, flipped classroom has to be modified In order to fulfill with the requirements of the MEN, nevertheless, the government and the ministry offered solutions (not permanent) with the program "computadores para educar", that program provides computers to the schools, however those devices aren't enough for cover the demand, or aren't updated.
Not all the students nor the school (public ones) got internet or computers, to foster the students to became autonomous on their progress.
After this process, old devices has to be changed and it created a new problem, collected the old devices and to replace it. In this sense we are facing 2 problems: access and maintenance read the following article http://www.computadoresparaeducar.gov.co/es/node/592
For me, flipped classroom are a good strategy, but it couldn't be applied on the whole population, it's utopic to consider this proposal in a community which doesn't have access to basic services.
It's important to design programs related with the context of the schools
Nice videos. It is nice to discover and try new ideas that might help the autonony of the students. Something that NEEDS to be improved and implemented as a habit. I personally had the opportunity of assisting to a conference of Ken Beatty's. He's a very well known researcher in the field of flipped classrooms. Among the main ideas I got from that experience the principal one is that there's no a single and unique definition of flipped learning. Since it is implemented according to the students likes, enviroments and needs, this proposal is nothing but malleable according to each setting.
ReplyDeleteFlipped classrooms are closely related to the latest technologies due to the accesibility that most people have to them in the recent years.
Another important aspect about it is the development of students' autonomy and responsibility. This can be achieved by stablishing personal goals and encouraging students to relate the units and work with trheir own likes and preferences. It is important to remark that it is not automatically achievable, it requires time and small steps to integrate it, the same happens wioth tyhe use of multimedia materials. It is about getting students familiar with it and promoting exploration.
These general aspects were gathered by Mr Ken Beatty by saying that it is important to start contributing to a new model of teaching and learning, having technological tools means having to use them in useful ways just as it can be seen in some english programs offered by the Centro Colombo Americano, where the blended program has implemented flipped learning and both, students and teachers are taking full advantage of it.
In our context it is appropiate not to close the door to the options. Having a TV in the classroom, means a big tools for many activities that are waiting to be explored. It is about making research and planning properly.
Good night. Here I share with you our proposal of class. It was maid trying to keep in mind our real context (in terms of students and materials), because it is necessary to recognize that sometimes it is hard for us to picture ourselves or our students following these types of methodologies. However, it is our duty as teachers to introduce in the classroom activities that challenge us and our students, activities that offer them the possibility to conceive learning, teaching and knowledge in a different. As Adriana said in her comment, it is about making research and planning according to the characteristics of our population, always looking for some new strategies, always showing them the different possibilities they have. I think that implementing the flipped classroom methodology in Colombia it is not an easy task (having in mind the difficulties we have in terms of technology, of our ideas about teaching and learning, etc.) and it is not the only solution or methodology we have, it is a possibility. That is why it is necessary for us as Colombian teachers to analyze our context and implement those new strategies that lead us, step by step, to solve our specific needs as a society.
ReplyDeleteHere the link: https://docs.google.com/document/d/1aopC5HOZcAuLAhp6Kempb7-S1effy3GXaX5e3VJvXa8/edit