A Hybrid Flipped Classroom: A Tale of Exploration and Empowerment

A Hybrid Flipped Classroom: A Tale of Exploration and Empowerment

Waylon Keith Lindsay (Wake County Public School System, USA)
DOI: 10.4018/978-1-5225-2242-3.ch012
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Abstract

This chapter explores one teacher's journey to redesign a secondary English classroom from its traditional, teacher-directed style to one relying on digital content. The chapter will illuminate the challenges in several ways: 1) both drivers and constraints for redesigning traditional instructional models; 2) best practices for designing and using the flipped model; and 3) ways to support administrators as they seek to foster its use inside classrooms. The author's transformation is presented to support others' ability to engage in similar behaviors while acknowledging the real-world challenges that systematic instructional redesign presents. A flipped classroom model is one in which teachers create videos of themselves presenting concepts. Students are asked to watch these videos prior to their arrival, thereby leaving class time for more higher-level activities. One might think of flipped content as an alternative to homework. The material to be studied is redesigned with videos that improve student willingness and flexibility to engage the material. The hybrid flipped classroom model is one that integrates a high level of technology to support curriculum implementation and grading. It relies on content that has been flipped from traditional to digital means by the teacher of record and leverages digital content (created by others) and technology tools to deploy instruction, to evaluate its effectiveness and to alter it as needed.
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The Changing School Context

The reasons for embracing the flipped model include several drivers for me and for most of the colleagues I have supported through this flipping process: 1) class sizes continue to increase, sometimes unexpectedly; 2) student absenteeism demands more teacher time to mitigate its effect on mastery of learning goals; 3) face-to-face time for remediating struggling students is limited; 4) engaging reluctant learners is a significant challenge and directly impacts students’ mastery of learning outcomes. In an effort to provide access to various scheduling options, many schools (mine included) deviate from the traditional 4-by-4 semester schedule. My school adopted an A-B schedule during which both semester’s students meet on alternating days. This particular change ensured concurrency of learning (required to keep IB World School status). The overall number of students did not increase; however, the fact that teachers taught every student on alternating days impacted the workload of the typical educator quite dramatically: for example, student numbers more than doubled for my English IV classroom from one academic year to the next. For my school, this change precipitated an unsustainable demand on teachers’ time and ability to accomplish the professional behaviors required to ensure student mastery of their learning.

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