Professional Documents
Culture Documents
scepticism can ensue. Here, the argument is made for why precisely this can be a good strategy and how to proceed in order to achieve the best-possible results. By Elisabeth Engum (This article was originally published in Norwegian magazine Bedre skole No. 2 2012). Elisabeth Engum was one of three winners in the Creative use of a learning platform at the 2011 category at the Share & Use Conference in Sandvika, Norway. She was nominated because of her work with the flipped classroom and itslearning. You can find Elisabeth as @PGelisa on Twitter and see her videos on her YouTube channel. I understand everything when you explain it on the blackboard, teacher, but when I have to work on the assignments at home, then I dont understand what I have to do! This is not an isolated expression, but completely normal feedback from my mathematics students through the years. As teachers, we start the learning process in the classroom, but we are rarely nearby when the students are working with more difficult assignments, as the students are at home. There has been a lot of talk about the flipped classroom the past two years. And, as with all new methods, the flipped classroom has been exposed to myths, misunderstandings and scepticism. In this article, I will attempt to shed light on what the flipped classroom is, what it is not and why it can be a useful way to go.
the Flipped Classroom in the winter of 2010/2011, through Roger Markussen and Bjrn Olav Thue at Mglestu secondary school in Lillesand, among others. In March 2011, I initiated a test project where I flipped the classroom in a topic in the subject Mathematics R1. The result was very pleased students.
Adapted education
The Norwegian Education Act paragraph 13 states that education must be adapted to the individual student. In the traditional classroom, almost 50% of teaching time is used on the teacher-managed part of the teaching or blackboard teaching. Everyone who has taught or lectured knows that it is difficult to reach everyone at their level in plenary teaching, which means that only half the time is left for individual guidance or group guidance. By moving plenary teaching out of the classroom, one gets much more time in the classroom to guide all of the students either individually or in smaller groups and, in this way, it is possible, to a greater extent, to provide adapted education.
Learning strategies
Some students clearly have very clear understandings about how they learn best: I learn best by reading the book myself; I learn best by working with more practical assignments; I learn best by cooperating and talking with other students about the problems: I learn best when the teacher explains for me. In accordance with the Norwegian Education Regulations we as teachers shall help the students to develop their own learning strategies, but where the students must develop different strategies for the different subjects and the different teachers and learning approaches they are met with. In the flipped classroom there is greater room for the students to further develop several types of learning strategies in the same classroom. Students who work best on their own can do this, and those who learn best by collaborating can do this. Sometimes, the work form itself is the learning goal and, in this case, there is room for this, nevertheless, to be managed by a teacher.