Are you like me and already thinking about next fall? We have had several meetings as a school district regarding plans for this fall. Several ideas have been proposed, parents have been surveyed, teachers have shared some concerns, and we have established a few scenarios for this unique 2020-2021 school year. The most likely scenario for us is a combination, a hybrid if you will, of distance learning and classroom learning. We are considering an A day / B day schedule. A day students would attend school Monday and Wednesday with distance learning the remaining days, and B day students would attend Tuesday and Thursday with distance learning the remaining days. This is the most likely option for us. I know that some schools are looking to switch the daily schedule to reduce switching between classes as well. What this all boils down to is that teachers are going to need to adapt their instructional practices once again to meet the needs of learners… and this is why I am considering the Flipped Classroom model - and the direct opposite of the Flipped Classroom model - for this fall.
Why The Flipped Classroom model might just work
The goal of the Flipped Classroom model is to create the direct instruction lessons as ‘homework’ or in this case, the distance learning work, so the class time can be saved for the application of skills, collaboration, discussion, or conferencing. I can create videos on how to cite evidence, poetic elements, grammar, etc. and we can apply these skills in class with activities, writing conferences, discussions, collaboration, etc.
When the traditional definition of The Flipped Classroom model might just work
The Flipped Classroom model will not work for everything - or be an all encompassing approach for this fall; however, I want to share some of the ways I plan to incorporate this model, in its traditional definition, in my classroom.
Any lessons or directions need to help students prepare for a classroom discussion
Novels: teaching lessons on characterization, allegory, theme, etc.
Specific writing skills such as citing text evidence or sentence structure.
Introducing a new activity or topic
Introducing a new skill that will be practiced the next day ‘in class.’ This could be crafting inference statements for literary analysis work, for example.
Reflection. This can be a great time to reflect on a classroom activity or discussion.
Essentially, I am going to look at any lesson that I would have taught as a direct instruction lesson to the class, and ask myself if I can create a video of this lesson instead to have the same or similar effect. In my district, and in many others, Fridays are a distance learning day for everyone - teachers and students. This is when I plan on crafting these videos for students. At most, I should only need to create two or three videos per week. After we start a project, students may only need video directions and not a full lesson, so this will reduce the amount of video lessons I need to create as well.
The Challenges to this Flipped Classroom Model in Distance Learning
The most obvious challenge - what if they don’t do the prep work at home?
I know most of us had a significant number of students who couldn’t or just didn’t do distance learning this past spring. My son was one of these students who struggled with distance learning. He is a middle schooler with ADD, Dysgraphia, and Dyslexia. School has always been an extra challenge, but distance learning felt nearly impossible for this young man - and for me as his mother! So, seeing this issue from both sides, as the teacher and the mom, I automatically questioned and nearly abandoned this idea of the Flipped Classroom. But, here is my not awesome answer to the question posted above:
Have students complete the lessons in class before joining the activity or completing the in-class work.
At least, with this option, I know they are getting the lessons needed, and I can get them started on the activities before they leave class for one - four days.
I also have my students call home when they are not prepared or having missing work. They have a quick script they read to let their families know that they did not complete the work. (They could send an email as well.) This lets parents know about the issue and saves me from emailing home later. After a few of these phone calls, some students change their study methods.
Here is another tip, start by making the in class activities fun! I am a big fan of games and discussions to get students up, moving, active, and learning. I might introduce AAAWWUBBIS phrases as introductory clauses (sentence structure) in a video, but play the AAAWWUBBIS ball toss game in class. Students who did not learn the material, cannot play! I might introduce citing text evidence in a video lesson, but play the citing text evidence board game in class the next day. My hope is to establish the idea that the in-class activity might just be more fun than watching a video they should have completed the day prior.
Looking for more ideas to gamify your lessons? Check out these blog posts and freebies:
Grammar Games for the Secondary ELA Classroom
Argument Games! Play These Fun Games to Practice Analyzing Arguments and Writing Arguments
Creative Activities and Games for Citing and Embedding Quotations!
Please note that any time students interact in a game or activity, social distancing measures should be taken. The materials will need to be cleaned (Lysol spray is my favorite quick and easy method) and students will need hand sanitizer and/or hand washing.
Using the Direct Opposite of the Flipped Classroom Model
This hybrid of distance learning and classroom learning is a unique situation that needs a unique approach. Sending students home with the lesson is not always the best option. I know that there are some lessons that I will need to teach or reteach in the classroom. Thesis writing, for example. This is such a difficult but specific skill. I want my students to practice right along with me, so in this and many other cases, I will use the direct opposite of the Flipped Classroom model. I will teach the essential skills in class, and ask students to apply these skills at home the next day. When I teach students how to write a hook statement, I will want to use my hook stations (in a way that keeps students distanced and safe) in class, and ask them to practice adding hook statements to some fun and interesting paragraphs the next day while they are at home. I might introduce a class novel with a gallery walk in class (read the blog post on this here), but ask students to do the reading at home the next day.
Deciding which approach to take
Right now, my plan is to take a look at my lessons for the following week to determine if the lessons should/could be taught in a video because the practice or classroom work is more important, or if the lesson should be taught in class because the practice or application work can be done at home.
Managing it all
One of the other major questions rolling around in my anxiety filled brain, is how in the world am I going to manage all of this? My A/B students will be one day apart from each other, and I will need to get student links to lesson videos, with clear and detailed plans for both students and parents. So, I am planning on using this Google Slide. I will have one for A day students and one for B day students. It is a bit of a pain to manage two calendars, but less email questions and confusion make up for it- lol! On this Google slide, I can link the lesson video, add links to additional resources, give directions, set assignment due dates, etc. I will add a new slide each week, so students who have gotten behind can go back and get caught up, or if students need to re-watch a video lesson, they can! You can grab this Google Slides calendar by clicking on the image!
When in doubt, remember this:
A few years ago, I had a teacher friend tell me this: you are the CEO of your own classroom. These words stuck with me then and stay with me now. Despite all of the chaos around us with Covid-19, distance learning, cleaning, sanitizing, expectations, demands from admin, demands from parents, societal expectations - you know your students, your classroom, your content, and your teaching style better than anyone. Do what feels right for you and your students. And, if I can help with anything at all, let me know! :)
