tag:blogger.com,1999:blog-18677687.post24427140325396613..comments2024-03-13T05:26:21.808-04:00Comments on Computer Science Teacher: Flipping The Computer Science ClassroomAlfred Thompsonhttp://www.blogger.com/profile/05575057876858763822noreply@blogger.comBlogger7125tag:blogger.com,1999:blog-18677687.post-46396420089948548432014-08-29T01:51:27.305-04:002014-08-29T01:51:27.305-04:00There's a lot of evidence to support the flipp...There's a lot of evidence to support the flipped learning model. If we decide to 'watch a video' and then 'discuss it in class', then you're right, it won't work. the whole pedagogy has to change. The purpose of flipped learning is to provide students with the support they need. The underlying principle of FL is to allow students to explore lower order learning on the Bloom's Taxonomy (e.g. remember, recall, define, basic application). This provides the platform - in class - for the teacher to help develop higher order skills, understanding and thinking. All too often, we deliver a lesson and, for homework, say "Analyse this text" or some other higher order function. This might lead to reinforcing an already bad habit or ill-defined understanding. If the 'delivery' of the basics can be moved out of the classroom, we are there to develop - and correct - misconceptions in higher order functions.<br /><br /><b>Recommended Reading:</b><br />1) Flip Your Classroom by Jonathan Bergman and Aaron Sams<br />2) Who Owns The Learning by Alan November<br />3) Flipping 2.0 by The Bretzman Group<br />4) Why School? by Will RichardsonAnonymoushttps://www.blogger.com/profile/11667266694077269681noreply@blogger.comtag:blogger.com,1999:blog-18677687.post-75267152738547363622013-10-02T20:43:46.352-04:002013-10-02T20:43:46.352-04:0040 minutes once a week is an excellent reason to f...40 minutes once a week is an excellent reason to flip a class. I cannot imagine getting anything done in 40 minutes except maybe a little Q&A and some quick individual trouble shooting. Garthnoreply@blogger.comtag:blogger.com,1999:blog-18677687.post-89577076542073019022013-10-02T06:17:07.858-04:002013-10-02T06:17:07.858-04:00I flipped my middle school classes because I only ...I flipped my middle school classes because I only have the students for 40 minutes once a week. I didn't want to waste class time lecturing. The students watch a video or two. They get five minutes for questions, and then they work on projects together. It is hard to enforce but I make them watch in class and they lose project time.Anonymoushttps://www.blogger.com/profile/10766222493968363248noreply@blogger.comtag:blogger.com,1999:blog-18677687.post-17059159021276334702013-10-01T13:23:02.234-04:002013-10-01T13:23:02.234-04:00Just an observation: peer instruction works really...Just an observation: peer instruction works really well in combination with flipped classroom. Students should come into class with some level of preparation for the material that will be discussed. (I.e., outside of class they watched a video, did reading, etc.) Peer instruction quiz questions allow you to test their understanding of the material, AND via their group discussions they will teach the material to each other. Each quiz question can be followed by a discussion/mini-lecture to correct any misunderstandings about the material. I've been doing this in all of my courses this semester (I teach at a small undergraduate college) and it seems to be working well.<br /><br />More generally, I think the key to flipped classroom is to use class time on activities that allow you to assess the students' understanding of the material: labs, pencil and paper activities, group activities, etc. The danger of doing lecture is that it can lead to a false sense of understanding: students THINK they understand, but don't.<br /><br />I agree that getting students to do meaningful preparation outside of class is a challenge, and I certainly haven't found a magic solution for this. For programming courses short programming exercises are an option, especially if they can be related directly to the reading/video.David Hovemeyerhttp://faculty.ycp.edu/~dhovemeynoreply@blogger.comtag:blogger.com,1999:blog-18677687.post-49114265267950510582013-10-01T12:40:11.753-04:002013-10-01T12:40:11.753-04:00I am not a teacher but I think there are a couple ...I am not a teacher but I think there are a couple of possibilities here to get kids to watch.<br /><br />Use what some of the MOOC courses do - video followed by short quiz. To get credit you have to answer the online quiz. Even just basic logins and web stats can be used to track who watched what videos. Like lectures they may not be paying attention but it is better than nothing.Bytemehttps://www.blogger.com/profile/10001229782992163378noreply@blogger.comtag:blogger.com,1999:blog-18677687.post-11817529070021583982013-10-01T11:20:51.413-04:002013-10-01T11:20:51.413-04:00Alfred,
Funny -- I'm half way through writing...Alfred,<br /><br />Funny -- I'm half way through writing a post as to why the flipped classroom thing is bunk - even beyond the "only the most motivated kids will watch" line. Mike Zamanskyhttps://www.blogger.com/profile/15069276938781711576noreply@blogger.comtag:blogger.com,1999:blog-18677687.post-7741093089324565542013-10-01T11:19:14.208-04:002013-10-01T11:19:14.208-04:00Student motivation would be the big issue. The ty...Student motivation would be the big issue. The typical HS student is not going to sit home and watch videos. After sports/speech/whatever practice the last thing they will do is watch a video that is probably not all that entertaining (unless Robin Williams is the teacher). This applies to any subject. CS would be even worse. Programming should be a lab course, not a sit and listen course. It should be collaborative, interactive, mildly profane (golly gee, why does this not work?), experimental, and frustrating. I do not think a video will satisfy quite as well as being in a class with humans.Garthnoreply@blogger.com