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How do students get involved in the flipped-classroom videos at home if they do not have access to computers or internet?

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Write any questions or concerns you have.  Please title your questions with "Question"

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Write at least one way you could flip a lesson or activity in your classroom.  Please title your response to this statement with "Idea".

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One major concern is how to flip a classroom if students do not have access at home to watch videos. Check out this article and video on a modified flip.

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So. You've tried flipping your class, and it didn't go well. Or you've heard about flipping and want to try the approach, but you're pretty sure it won't work in your school. Don't give up yet -- with a slight twist, flipping might be possible for you after all.

Flipped classrooms -- where direct instruction happens via video at home, and "homework" takes place in class -- are all the rage right now, and for good reason. Early research on flipped learning looks promising. In its 2013 Executive Summary, the Flipped Learning Network reported that teachers who practice flipping have seen "higher student achievement, increased student engagement, and better attitudes toward learning and school."

But successful flipping has one big catch -- if it's going to work, the at-home learning absolutely must happen. And teachers have zero control over what happens at home. For one example, we can't guarantee reliable, consistent Internet access in every household -- not yet, anyway. Those committed to flipping have found creative fixes:

Arranging access before and after school

Lending out devices

Sending recorded lectures home on flash drives or DVDs

These are all workable solutions. Still, the extra work may dissuade some teachers from making the leap. And even if the technology issue is resolved, that doesn't help with chaotic home environments or students who have a tendency to let homework slide.

Modifying the Flipped Classroom Concept

None of these problems should stop us from trying, but there's another way to apply the flipped model without the problems associated with sending the work home. I'm calling it the "In-Class Flip."

An In-Class Flip works like this. Just like with a traditional flip, the teacher pre-records direct instruction, say, in a video lecture. But instead of having students view the content at home, that video becomes a station in class that small groups rotate through. The rest of their time is spent on other activities -- independent work and group work, with some activities related to the lesson and others focusing on different course content. As with a traditional flip, the direct instruction runs on its own, which frees the teacher for more one-on-one time with students.

This video shows you how to do it:

Advantages

Besides the fact that it avoids the home-related problems of a traditional flip, the In-Class Flip has other advantages as well:

1. The teacher can observe whether students are really watching. When attention starts to stray, the instructor can get students back on track right away. To boost accountability even more, try a platform like Educanon, which allows you to embed any video into an online multiple-choice assessment that you create yourself.

2. The initial exposure to the video content has a better chance to sink in. The teacher can answer questions with more immediacy. And for students who struggle, the instructor can send them directly back to the video for a refresher.

3. Hardware is (presumably) safer. There's less risk of a device getting broken or lost if it remains in the classroom.

Challenges

In-Class Flipping is not without its own challenges:

1. It doesn't make for tidy one-period lesson plans. With short daily class periods, you won't be able to do a single-day flip. You need enough stations to provide work for students who haven't seen the video and some for those who have. That kind of rotation takes time. Instead of individual days, plan in bigger chunks of time where students have weekly goals and can reach them at their own pace, in any order. Traditional flips pose similar management challenges, but experienced flippers have figured out how to make it work. The discussion forums on the Flipped Learning Network offer great ideas and advice.

2. More preparation is required at the beginning. Setting up and fine-tuning stations -- not to mention recording videos -- takes time, so start slow. Once you've been flipping for a few years, you'll have stations and videos that can be recycled.

3. Technically, you don't "gain" more class time. Because the traditional flip moves the direct instruction outside of school hours, there is more time for classwork. The In-Class Flip can't do this. But think about those cases where traditional flipping results in unevenly prepared classes -- in these scenarios, the teacher has to catch up students who didn't do the home viewing, so the net gain may ultimately be pretty low.

Flipping is a great way to take advantage of new technologies, and it's still in its infancy. If it hasn't worked for you yet, don't throw that baby out with the bathwater. Try an In-Class Flip.

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Modifying the Flipped Classroom: The "In-Class" Version | Edutopia

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So. You've tried flipping your class, and it didn't go well. Or you've heard about flipping and want to try the approach, but you're pretty sure it won't work in your school. Don't give up yet -- with a slight twist, flipping might be possible for you after all.

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How often do yall utilize the flipped classroom with students bringing homework home?

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How would you do a flipped classroom with students who didn't have the resources to watch the videos at home?

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Do you ever have an issue with students going home and not watching the videos? If so, how do you go about them being unprepared in class?

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I love the idea that it enhances cross curriculum! Students can brush up on topics on their own instead of taking time to review in class!

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Noah J. Ferrell: Response to "Questions to ponder???" 

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Noah J. Ferrell: Response to "Questions to ponder???" 

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1. It is teachers that can help guide students in how they are thinking about the content, and help to challenge the thoughts of the students. This can lead the students to developing their thoughts more and more.
2. BOTH. MAKING EVERY VIDEO BY YOURSELF TAKES A LOT OF TIME. I will not have the time to make all of the edits and details of the video, or if I do I will miss out on developing good topics, and activities to do in class.
3. The videos are good in distributing information to every student. Then when in class you can really talk to the students about higher concepts. Another benefit is allowing the students to go at their own pace, I liked this point sense I have ADD. I understand that focusing can be difficult at times.

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Some students may not have resources at home to view the videos or have transportation to go to the library to have these resources available. What would you consider we do as teachers to ensure all our students are receiving the same materials?

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I like the idea that it is more self paced when it comes to a flipped classroom. However, I am finding a hard time seeing how I would use it in my speech class or theatre class.

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Question
How are students motivated to watch the videos (and pay attention) before coming to class? Even if students are playing the videos, how are teachers sure that students are paying attention and learning the information?

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In-Class Flipping
Do you feel that flipping in class is a stepping stone towards a completely flipped classroom, or do they operate independently?

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Storytelling Question
What kind of limits are set when students are given this kind of assignment? The videos vary greatly, which makes the videos more interesting to watch. Obviously, there is a lot of creative freedom, but I am interested in the type of guidelines in place.

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Storytelling Comment
I feel like there must be a difference in the kind of content students want to create based on what is influencing their age group at a specific time. That should mean that students will never be short on ideas for creation, and the types of productions will change year to year as well. Hopefully, it means that it can be redone with students throughout their education, and they will find new meaning in their work.

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When creating a flip classroom environment, how do you address students still not understanding the material? How do you deal with students who have special learning requirements?

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Question
Making these videos frees up a lot of time in the classroom. In your classroom, do you fill this time with long term projects, or short term activities? if neither, how do you fill this time?

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I enjoyed seeing the coach showing students how to practice for baseball. I usually relate this type of learning to only in the classroom so it was unique to see it used for a sport!

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I love the idea of it being self-paced and allowed for students to pause and take notes and replay as they please. Is there any recommendations on getting parents involved in making sure their children are watching it and paying attention to get the information they need from it? Especially for younger children. I know some parents are more involved in their children’s education than others, so as a teacher how would you get the parents involved in motivating their children to watch the lectures while taking it seriously?

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I think one way would be to maybe record a lecture working out math problems that students may be struggling with. This way when doing extra practice they have access to examples at home when studying and can be provided with access in class when working on group work or independent work and applying it. I feel like this fliiped classroom would be a great way to reteach or explain something that students may have struggled with in past lessons.

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What happens when some students are not listening or watching to the video lectures at home? Are they unprepared and struggling in the classroom?

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I'm concerned that students won't understand the videos required to watch at home because they don't have additional instruction from the teacher. Will this make an effect on future videos they have to watch?

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If it was a speech class, I would use this method to provide sample speeches from previous students for my current students to watch on their on time. They can observe how to speak in front of a class, posture, body movement etc.

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QUESTION
How do you assure that all of the students will go home and really pay attention to the lectures? Do you keep in contact with the parents and remind them every night to have their children watch them?

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IDEA
I really like the in-class flipping technique and I think one way I would use it is in center time in math. I could maybe record several different mini lectures and put and iPad or other device in each center. The mini lectures will guide my students through the problems and it also allows them to replay the video if/when they get stuck.