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This really isn't a new idea. Flipping has been around for some time and there are various models. It really takes significant institutional buy-in.

Here is a nice introduction video to the idea.
https://www.youtube.com/watch?v=vzGd8ONSPrg

-Jeff.

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How to Flip a Classroom - Inside and Out

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I teach with a group of other teachers. Our classes are expected to be comparable. We do write many of our own worksheets and labs together. So using a ton of someone else's videos isn't easy except to do things like recommend them to someone who is behind as supplemental lessons.

Here is a playlist about Flipped Education.
https://www.youtube.com/watch?v=yzMFdDT6FSA&list=PLPyapQSxH6mZDKBxaSSkfP_f0ZFapFDyd

-Jeff.

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Showing the Differences between a Traditional and a Flipped Classroom

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I can connect with providing (at least some) learning experiences that are self-contained in a digital format so that students can work through independently and at their own pace.

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I liked the predictable routine used in the math classroom of video, with note-taking, followed by practice work, followed by formative assessment in the form of an exit ticket. I think routines are helpful and often students like them, but there are limits to this.

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What I am wondering is how do whole group activities (like discussions) fit into this model. Yes, I guess you could make them asynchronous and digital, and I know there a lot of benefits to that, but I would be sad if we lost all live discussions. And the kids wouldn't get to work on those skills.  It seems like there are a ton of great benefits to this model, but there are things that are good that would be lost too.  How would you do collaborative, real world projects, for instance?

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I saw the Modern Classrooms video last fall and I was impressed with the idea behind this type of self-paced learning. I have been following it but have yet to attempt it myself or discuss it to a greater extent at my school. I was in a meeting a few months ago when our Head of School referred to teachers as facilitators of learning. At that moment, it caused me to stop and reflect on how education has changed in this age of technology and now also with the pandemic. If we see ourselves as facilitators of learning how can that impact the way we deliver instruction?

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I have been thinking a lot about note taking at the Middle School level, what that should look like for a range of students and how we should teach students to do this.

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I love the video and I feel so inspired by it, but, I also feel overwhelmed-where do we begin?

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We (11th grade English team) use station rotation to start units, typically with a mix of video, slide decks, small-group discussion around skills/terms/questions, which isn't the same as what we see in the video but does start to break down the monolith that is the typical teacher-led classroom.

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It all opens up new ways of thinking about space and time, the role of the teacher, etc. In terms of strategies: using exit tickets specifically to gauge progress on learning goals and then to grant access to the next stage. The road traveled in an English class is a bit less...linear so this change might require some creativity.

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I just had coffee with a couple colleagues and this topic came up. Someone pointed out how essential it is to have high functioning teams to make this work so that resources (like videos, for example) are shared. And wouldn't it be great if there was additional personnel to do things like make the videos look and sound good, as some universities do?

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This is amazing! The idea that resonates with me is to be able to reach that degree of autonomy and at the same time collaborative work. In some lessons I work by stations, the students find the guide and the material to work on the content and I am providing support to the students who need it. Xenia

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Strategies such as resource availability on the exit ticket board. Worksheets with exercises for different levels of learning that can be used as a formative assessment.
Xenia

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I think that the model could work better if it starts from MS, so that students develop autonomy, independence and understand that they must manage their own learning.
Xenia

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One of the challenges that may arise would be the planning and collection of all resources. It would be necessary to organize a curatorship of resources to have on hand.

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I definitely connect with the idea that  different learners learn at  different paces. My home school's learner profile has changed quite a bit lately, bringing this home now more than ever.
-Justin

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I guess the issue  I still struggle  with is to what degree students are self-paced vs. do sometimes they are just not into the lesson. I have a lot of students who would frankly rather be playing video games - is their reluctance to work on a skill a reflection of them being  self-paced?
Justin