“Be the best flipper in the world.Whatever it is you do you have to master your craft.”
Simply put, you have to know your stuff before you master your craft. You have to have a certain mastery of teaching to flip your classroom. Flipping comes naturally to art teachers because it is the way we teach. Here’s a great quote from Susan Riley (2012), founder and president of the Education Closet: Professional Development for Integrated and Innovative Teaching, explaining the divine ground of connection between art teacher and the art of flipping:
“The very heart and soul of the arts lies in the idea that students are in control of their learning and the teacher is critical in facilitating the process of exploration and skill within that art. Student-created work is the very center of what we do in arts classes.”
I did not want to like the flipped classroom concept. I wanted to give it a good look, find it didn’t relate to me and mine, and say the heck with it. As an online grad student, I am a flipping learner so I was prepared to be a hypocrite. I am always keeping my projects, methods, and committees’ dance card current. Isn’t that enough? Yet it was almost impossible to resist flip class as I am passionate about art, the student centered and self-discovery medium.
I am inspired by the passion of those who flip. Check out this arts integration middle school where “every teacher is expected to use arts integration in their classroom, in some shape or form, in every content area. (Edutopia,2012). This is a magnificent flip with Arts on top.
In Monday night’s Twitter chat #flipclass Waverly Ann had the same appreciation for the big bonus of flip I do:
a6: Ss want to be the teachers too! There is power in them being able to share with the class rather than just the ones listening #flipclass
Early in the week, I found an article pro Flip which created consternation on my part. The article, What is theFlipped Classroom Model and Why is It Amazing (With Infographic )(Gobry, 2012), took arguments against the flip classroom and pontificated on why they were “ hilariously silly.” He speaks about how flipping the classroom is working actively instead of the classical mode in the classroom, passively listening. I say bravo. Go on. He nosedives by mentioning listening to lectures at home. Be passive on your own time but come to class ready for action. I think of the 5 years old in a neighboring county who have Internet homework every night that their parents have to supervise and check. They don’t have a choice about having their child on the Internet. It has to be done. Another argument for flipping according to the infographic (it is a nice looking Piktochart by Benoit Anger and Thomas Roulet) is # 4 Levels the playing field all students, regardless of socio economic background, are supported at home. This is not true. How are they supported if they don’t have Internet or a computer? How can you know there is support at home if you aren’t there? It just bugged me, the comment with no support to back it up.
In the against column:
Argument Con # 3 The Digital Divide
“This is actually a reasonable argument. The flipped classroom model assumes that kids have access to Internet access and internet-enabled devices, and this is not yet true for everyone.” (Gobry,2012). This argument against is sound by the author’s account not “hilariously silly” and goes against pro #4 from the infographic, all things are equal in flip. The author did stir up debate and acknowledges arguments, which is more interesting, then non-practicing teachers reporting on flip.
The passion for flip education is ignited when you hear and see teachers who use it in their classrooms. They support each other and often team. They speak about rebuilding what is economically valuable in their content and creating their relevant videos based on their classroom needs. Through these created videos, they build and strengthen their relationship with their students. Learning can go deeper and time can be flexible. Achievement becomes more lasting than a test score. They work with others and technology devices. Students inquire, have a voice and a choice, and they reflect in a journal or with their peers. Scores rise with student and teacher investment. Whether you start small or dive in deep, there are support networks and other educators to reach out to. The best way to know what works in your classroom is to try it. Waiting for the research and data is wasting the opportunity to explore what you know in your gut works.
The quote from Snoop Dogg was about flipping hamburgers not classrooms. Yet mastering your craft as a teacher and your students mastering content to build on skills as life long learners are goals of value in human potential. These goals see the future of learning in the hands of the learner guided by innovative facilitators with achievement for all. As an art educator, I see the possibilities in flipping my classroom. Art strategies and skills cross boundaries encouraging collaborating and problem solving. “You have to figure out work will work, and you have to work through it” (Edutopia, 2013). You gain from failures in art so learning is its own reward and fun. That’s the beauty of flipping over art.
Here are some things I would like to explore.
Can you flip when the students do not have technology access at home?
Are four year olds too young for a teacher to have a working flip model in the classroom?
If you see hundreds of students a week, what does a manageable flip class schedule look like?
I will continue to look for elementary art examples of a flipped classroom.
Great ideas and Insight are welcome.
Crockett,H. (May 29th, 2013).Will You Flip for “Flipped Teaching?” The Art of Education. Retrieved from http://www.theartofed.com/2013/05/29/will-you-flip-for-flipped-teaching/. An art teacher’s introduction and comments from other art teachers.
Dogg, S. (2014). Flip Quote. Retrieved from:
Edutopia. (August 29, 2012). Arts Integration for Deeper Learning in Middle School. Retrieved from https://www.youtube.com/watch?v=cPbKUF2zbyw.
Gobry, P-E. (December 11, 2012). What is the Flipped Classroom Model and Why is It Amazing (With Infographic). Forbes. Retrieved from http://www.forbes.com/sites/pascalemmanuelgobry/2012/12/11/what-is-the-flipped-classroom-model-and-why-is-it-amazing-with-infographic/.
Incredible Art Department. (2014).The Flipped Classroom, a New Approach to Teaching. Retrieved from http://www.incredibleart.org/links/toolbox/flipped.html.
For Art Ed Resources and great Q & A.
Riley, S. (August 2, 2012). The Arts: The Original Flipped Classroom. Education Closet. Retrieved from http://educationcloset.com/2012/08/02/the-arts-the-original-flipped-classroom/.
Shareski, Dean. (April, 5, 2014). EDIM 516 The Flipped Classroom Discussion Take 2. Retrieved from https://www.youtube.com/watch?v=-dm8uK7shAI#t=1674.
Waverly Ann.[WaveJacksonElon]. (November 17th, 2014). Ss want to be the teachers too! There is power in them being able to share with the class rather than just the ones listening #flipclass. Retrieved from https://twitter.com/WaveJacksonElon/status/534522945373085697.