Navigating teaching post-pandemic presented myriad challenges for educators. With many students falling behind grade level, the educational landscape demanded innovation. Faced with the frustration of an ill-fitting system, I embarked on a quest for a new approach. Thus, the concept of an adjusted flipped classroom was born.
What is a flipped classroom?
Traditionally, a flipped classroom involves students accessing instructional content outside class, freeing up in-class time for interactive learning. While theoretically sound, this model faces practical hurdles in public schools, particularly post-pandemic. Relying on students to engage with pre-class materials independently can often lead to implementation challenges.
The Adjusted Flipped Classroom
In response to these challenges, I devised an adjusted approach. Rather than expecting students to consume content independently, I allocate class time for viewing pre-prepared lessons. This adjustment enables real-time support, intervention for technological issues, and immediate response to student inquiries.
Pros of an Adjusted Flipped Classroom
Enhanced Student Engagement
Chronic tardiness and absenteeism are mitigated as students appreciate the flexibility to catch up on missed lessons during class time.
Personalized Help
With class time freed up, I can give students more one-on-one support and make sure everyone’s on track.
Efficient Use of Time
Classroom time is optimized, allowing for essential teacher tasks such as grading, small-group instruction, and administrative duties.
Sustainable Teaching
Once video lessons are created, they can be reused indefinitely, saving time in the long run and ensuring consistency in instruction.
Conclusion
Switching to the adjusted flipped classroom model has been a game-changer for me. It’s made teaching easier, students happier, and everyone more productive. Interested in giving it a try? Let’s chat about creating video lessons or check out my ready-made resources for high school math classes.