Tuesday, July 2, 2013

R.E.A.L. Flipping

Having completed my first year of "flipping" my classroom, I needed more structure. Sometime, I over-structure. But, I don't think this is the case. This past year, I've given talks / presentations on my experiences as a "First Year Flipper", co-led a two day workshop on flipping, and informally helped other teachers brain-storm flipping. I've developed a lot of flipping related structure (both up front and along the way) because of my decision to flip.

What I needed was to align my classroom flipping with my obsession for Blooms Taxonomy and the recently popular and most fantastic SAMR Model for technology integration. So, I created my own guideline of "R.E.A.L. Flipping" that is helping me reflect / improve on the "why" behind flipped lessons I delivered last year, as well as new ones I'm brainstorming on for the upcoming school year.

The REAL Model allows me to assess my own decision making of "to flip or not to flip" by organizing my lessons into HOTS (Higher Order Thinking Skills) and LOTS (Lower Order Thinking Skills). The more I am able to Amplify & Levitate my lessons, the more I'm able to implement HOTS for my students.

My understanding of each level of REAL Model Flipping starts with what I (and all teachers) already know, the non-flipped lesson. In my eyes, the Traditional Lesson looks something like (in general, but certainly may vary depending on your daily schedule / structure) the slide below:

So, "How" do I flip this lesson? Do I "Re-Order" it? "Extend" it? "Amplify it"? Or "Levitate" it?

Re-Ordering has benefits, even though at the bottom. I don't see Re-Ordering as a content game changer, but I do see it as a game changer for student accessibility to the content. See (how I see) the difference between the traditional lesson and the "Re-Order Flip" below:

Extending a lesson by flipping it, creates a lesson that can bring more content and comprehension to students. It takes the re-order a bit further in that it delivers the content even more concisely than the Re-Order. Less time spent on frivolous tangents (so often spent in class when the teacher isn't challenged by a 10 - 15 minute time limit) breeds more time spent on relevant content goals. Although some HOTS can start sneaking into play here, the bulk of this level typically delivers more of LOTS. See (how I see) the difference between the traditional lesson and the "Extend Flip" below:

Serious flirting with HOTS is seen when we are able to Amplify the lesson through flipping. At this level of a flipped class, content delivery is concise like the Extend, but takes students to a more interactive place with their responses from home. This sets the stage for the next day in class, which will look more like a factory with the learners as producers and the teacher as a problem solver. When we flip to Amplify, we also see a more continuous bleed from one lesson to another, or even a multi-day series of one flipped lesson. See (how I see) the difference between the traditional lesson and the "Amplify Flip" below:

Finally, on a whole new plane than we are usually able to reach as teachers due to time and logistical restrictions, we are able to Levitate our lessons through flipping them. In a Levitated flip, student production and interaction begins before class even starts. Sprinting is happening the moment class starts and content creation is student led with the teacher as a guide and consultant. Class will also be seen as a natural place for students to take an active role in determining the content and identifying its source for consumption that upcoming evening. When the lesson is Levitating, learning is cranked up to a whole new plane and may (probably should) look a bit chaotic at times. An "on the spot" decision by the class may be made here that another teacher produced flip lesson is necessary. Real world learning here is truly being experienced in the levitation. See (how I see) the difference between the traditional lesson and the "Levitate Flip" below:

Note that I don't think it's realistic to always achieve levitation. Nor do I even believe that it should be if it could. However, these four levels are helping me assess where I am at in providing my students with a valuable flipped lesson. Feel free to use this for yourself. However, if you do, I'd love your thoughts on how it's working for you and how it could be made better.

1 comment:

  1. As someone attempting a flip this school year for the first time, this blog entry was amazingly clarifying for me! Thank you so much! I will make sure to let you know how this works out for me!