The Flip – Art Studio

The Flip – My Understanding

Instruction – is not delivered in the classroom – but rather through tutorial videos, webcasts, podcasts, etc. before meeting as a class.

Support – occurs in the classroom after independent learning has occurred.  Can be provided by teachers or other students and is geared around the topic from the learning videos, etc.

Learning – happens based on instruction delivered at another time and in a different media and may occur in both the classroom and via flipped time.

Time – student uses time at home or during a different period in which to take in content.  Class time with the teacher is the time to experiment with what you have learned.

In My World – The Art Studio

This video does a nice job of outlining how, and for reasons, a flipped art studio is a viable option.  I like how the creator of the video connected it to the new Core Art Standards as these are what I am using at my school and the ones she chose to highlight give her points more credence.  I also appreciate the sense of leveraging a flipped classroom model to engage students outside the classroom in art education.

Some Negatives That I Could Foresee

What I can’t seem to get past with the flipped classroom is the fact that kids need time to be kids.  It is my belief that students need time to be involved in after school activities, social groups, play dates, whatever but kids need time to make mistakes, have fun, and be goofy. If educators take this time away for the delivery of content and skills through flipping, I think this is a big drawback.

I also think that flipping a classroom is easier for classes which meet every other day or every day.  If classes are spread out further than this a flipped model may struggle to be effective.

I am struggling getting my head around whether flipping is, or isn’t homework? What do you think?  I am still undecided.  I have heard students who have experienced a flipped Math class remark that the teacher simply didn’t want to teach and just wanted to give homework.  I knew what the situation was the teacher trying something different, but I could see how the student’s perspective could be as such without the correct coaching.  To this end a flipped environment is a culture thing in a way.

Photo Credit: Hani Amir via Compfight cc
Photo Credit: Hani Amir via Compfight cc

Permeating the Flip

Learning happens in a lot of different places and in a lot of different ways.  Baking cookies is just as much a learning experience as watching a video on fractions. What seems to come out of a flipped classroom is an impetus for independent learning and transferrable skills – and I love this.  Likewise I love the fact of brining elements of classroom learning outside of the classroom.  But…..it needs to be in measure.  Finding the sweet spot of the flip seems to be the trick!

 

 

 

 

Advertisements

6 thoughts on “The Flip – Art Studio

  1. I agree wholeheartedly that kids need time to be kids. In my mind, any teacher who is flipping (or trying to flip) the instructional paradigm in his classroom should not be asking students for any more of their time outside of class than ‘traditional’ classes. For me, flipping is about using that face-to-face time more effectively, not about sneaking in more instructional time through homework. Now, if students are so engaged that they spend extra time finding math or art or history or science or whateversubjectyyoucanthinkof in the world around them, who am I to stop their learning? 🙂

    Like

    1. I agree face to face time is the key – perhaps the question is – is this something that could be taught more effectively via a video, tutorial, etc.?

      Clint, Are you flipping your class at all? What is the learning that happens outside (independently)? How might you categorize it? Thinking about the modalities of learning (learning through watching, learning by practicing, learning by hearing, learning by experiences) I have a better idea of what types of learning could happen via flipping.

      So is the google hangout a social flipped space? How do I get Middle School students to hang out virtually for learning? Do I want this to happen? Remember the days of going over to someone’s house to work on a group project? Wasn’t that fun?

      Like

      1. At the moment, not really. Most of my Design class is focused on collaborating with peers to research/discuss and then to create. When I used some of these ideas in my math classes, my goal was always to try to increase the quality of class time so that students could access the expertise of their peers or work together to understand a concept. The outside learning was always a simplified variant of learning skills, mostly through screencasts, that I historically delivered to a passive audience.

        Depending on your situation, I would probably still encourage students to go over to somebody’s house to finish that project. I know kids Skype or Hangout with each other all night long, but if I want to encourage that in middle school kids. I certainly don’t want them using my class as the excuse for why they *need* to be chatting at 11 p.m. at night!

        Like

  2. Matt, As excited as I got for doing this, I agree with you, is it just homework? That is what I gave my students. What I did do differently is that they students will teach the techniques but making that happen didn’t have to done this way. I could of had them do the research and watch the videos during class. I think that for us in the art room it is more difficult to make this work. I also see how students could feel that teachers just don’t feel like teaching and are doing this. It is hard to find that balance.
    What we need to do is to just keep trying new things, get uncomfortable in our classes, push ourselves and push our students. I love my job!!!!
    BTW, did you see my student’s social media self portrait on twitter?

    Like

  3. I’ve been thinking a lot about homework this year. Every year I find myself trying to be even more conscious of the kind of work I assign, the time frame and assessing whether it is truly meaningful and whether the task is really extending and supporting learning (especially if students are rushing through it).

    I’m starting to think that reading for pleasure is really the best kind of homework but tracking often needs to happen in order to ensure that reluctant readers are developing their reading interests.

    So yes, you’re right, the notion of the flipped classroom still presents the same challenges. Are students really getting it? Do they understand the rationale? Is it working for them?

    Like

  4. As an early childhood educator, homework really isn’t something I think about. I wonder if the kids that I teach would really benefit from the flipped classroom model in it’s most common form. I think that at it’s very core, the flipped classroom has more to do with allowing the teacher to be available for support rather than delivery of content.

    Could it be adapted in such a way that the teacher flipped for only a group of students that he/she thought would be able to follow a video tutorial during class time, and then he or she could then work with a smaller group of students to provide the support they need?

    I asked the same question in my post about the flipped classroom, but does flipping have to happen outside of school? Can it happen during class time too to avoid the ‘homework’ aspect?

    Like

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s