Last week, I was tasked to deliver a presentation about the Flipped Classroom Model for the Training Team of the UP Information Technology Development Center (UP ITDC). Yesterday, I delivered the same topic for my EDUC 190 students. Although the Flipped Classroom Model has been a buzz for a very long time already in the U.S., there’s still a problem to be solved: How ready are Filipino students and teachers for the Flipped Classroom Model?
For traditional laboratory classes, it is very usual that it will be accompanied with an online class that is usually in the form of a learning management system (LMS). Teaching and learning resources will be readily available because the teacher shall just upload everything on the LMS. Whilst the online learning environment is ready for adaptation to the flipped model, it would be better for every teacher to make some checks if it will work with the students. The 7 Steps + 33 Resources: Is the Flipped Class Right for You? written by Jennifer Funk is a very interesting article composed of the early beginnings up to the current happenings about the flipped class. Another great resource about the Flipped Classroom Model is The Full Picture by Jackie Gerstein.
I have not yet tried performing a very exhaustive search about the implementation of the Flipped Class in the Philippines but here are 7 things to think of if ever you will try to implement the model in the Philippine setting:
- Universal Design for Learning (UDL) Framework. Your learning environment should make use of multiple means for representation, expression and engagement.
- Guided Practice and Learning Strategies. The teacher should have good supervision of the students when it comes to guiding students in teaching or mentoring other students.
- Classroom Management Skills. Regardless of any teaching model, the teacher should have excellent classroom management skills – both online and offline.
- Accessibility of Resources. I believe this is the most crucial to the success of the model. If students don’t have access to a computer and a fast and reliable Internet connection, how will they be able to access the resources that their teacher uploaded on the Web or their LMS? Some teachers also experience the same scenario especially in public schools. In addition, it is probable that students do not have enough time especially for those who are working full-time and taking graduate classes in the evening.
- Profiling of Students. In connection with accessibility, teachers should profile the students which is usually done before or at the first day of the class. This is a prerequisite to finalizing the syllabus for the course. The teacher takes note of the availability of computers, Internet connection specifications, etc. that students have access to.
- Detailed Syllabus. A good teacher is a good planner. A detailed syllabus means an organized way of presenting lessons and implementing activities. Students will always be informed regarding the current status of the course and the syllabus also serves as a guide for the teacher.
- Assessment and Evaluation. Since the flipped classroom involves lots of activities wherein students help one another while being facilitated by the teacher, assessment should be performed according to the individual progress of the students. Teachers can then focus to the students who need more guidance in accomplishing the activities whereas other students who are knowledgeable about the topic can help the teacher train the rest of the class.
So what do you think? Is the Philippines really ready for the Flipped Classroom Model? Are you ready to implement this model on your class? Let me know your thoughts. 🙂