stuart hall high school
Flipping the Classroom Stuart Hall High School teachers turn the traditional model of education on its head
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The model really “opens up questions and since the homework is easier, students are more likely to complete it.” -Shannon Halkyard
It’s true what they say, great minds really do think alike. Last summer, Stuart Hall High School teachers Creighton Helms (Science Faculty), Matt Woodard (Science and Math Faculty) and Shannon Halkyard (Science Chair and Math Faculty) worked separately on devising classroom strategies that would engage students and make the best use of classroom instruction time. Each chose to implement an educational model that is quickly gaining in popularity—the flipped classroom. When we think of a high school classroom, the majority of us envision the same method of instruction: a teacher giving a lecture, students completing a short project or other group work, and the assigning of homework that reinforces topics covered during class time. The flipped classroom turns the traditional model of education on its head by inverting this conventional teaching method. In a flipped classroom, teachers create video lectures or other introductory materials for students to watch at home, while class time is devoted to an activity that reinforces what was covered in the lecture. Flipping the classroom allows for differentiated instruction since students can go at their own pace and revisit difficult concepts. Community time is spent answering questions, reinforcing lessons and practicing concepts. The goal isn’t for students to master the topic through the video lecture, but rather to introduce a new topic and then use classroom time to achieve mastery. The method encourages student engagement because students are actively participating during classroom time, rather than passively
listening to a lecture. The model really “opens up questions and since the homework is easier, students are more likely to complete it,” according to Shannon. The flipped model also allows students to take “greater ownership over learning and lets teachers use their expertise to actively facilitate student learning,” says Matt. Although the new model was initially met with a little resistance in Creighton’s classroom, the vast majority of students now prefer the flipped classroom. As Creighton walks around his classroom, it’s easier to identify where students are in terms of subject mastery. In addition to flipping their classrooms, Shannon, Creighton and Matt are also assigning some very forward-thinking
projects. In Matt’s classes students build websites and film physics demonstrations. Students in Creighton’s classes use Google Earth to uncover historical photos that show population change over time. Next year, students in Shannon’s chemistry classes will record cooking experiments to explain what's happening on a molecular level. With all their forward and flipped thinking, this trio of educators has created an exceedingly tech-savvy learning environment.
Below: Creighton Helms' students use classroom time to reinforce at-home lecture material.
| photo by nano visser |
CONVENT & STUART HALL
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