I am co-teaching a professional development session for teachers in my district on flipping their classrooms. We met last Wednesday in person, where my co-teachers handed out material, oriented participants to the course content and wiki, and explained expectations and methodology and where I lectured for a half hour or so about the Prussian paradigm. Since then, these 32 teachers have completed three chapters of reading, have watched 20 minutes of video of me explaining how I gained stakeholder buy-in, and have begun to consider how to build stakeholder buy-in for something as scary as flipping a paradigm. This is above and beyond their normal late-spring teacher duties which include contacting equally stressed out parents, cheerleading for struggling kids, prepping for the oncoming battery of state assessments, completing end-of-year record-keeping and collecting APPR documentation, and maintaining an atmosphere that encourages a love of learning in this high stress powder keg that is the American public school in May where no child can be left behind but where we race to the top. I respect their inquiry into flipped instruction immensely, and was shocked when the class I feared would be canceled due to lack of interest overloaded as 32 people registered.
My colleagues have mostly completed week one’s assignments, and they have begun to raise some very interesting questions about the possible cons of a flipped class that I cannot answer satisfactorily. These two questions are:
1. “What do we do when students choose not to complete the out-of-class direct instruction?”
2. “What do we do when students don’t have access to technology outside of class?”