To continue with, and according to Bergmann & Sams, once that a teacher decides to flip their classroom, there are multiple options and alternatives to do it. However, even though there may be different alternatives, they must aim to the same purpose: To give students the most relevant role on their learning process and to get the teacher to play as a guide or a coach who is standing by their students' learning.
Some strategies that can be used in order to flip classrooms and that are suggested on the web page of the University of Washington are:
"brief question-and-answer sessions, discussion integrated into the lecture, impromptu writing assignments, hands-on activities and experiential learning events. As you think of integrating active learning strategies into your course, consider ways to set clear expectations, design effective evaluation strategies and provide helpful feedback." http://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/promoting-student-engagement-through-active-learning/ . As it can be seen in these tips, students' expectations must be properly set since the very beginning of the courses, and, besides of that, there must also be an evaluation criteria, clearly defined by the teacher in which students can also know what the contents will be evaluated like.
Have you guys ever tried to flip your classroom by the means of providing your students with some material to work with in their houses or by their own?
What about using technology as a way to enhance this approach to be more succesfull? Do you command your students to watch on-line videos or to listen to some podcast by their own in order to have them discussing them in the classrom?
What other questions do you think might be food for thought regarding flipped classroom?
Please, be free to comment either your answers or your questions or, even better, both of them.
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Though I think it is a very interesting approach and though I consider that teachers -especially foreign language teachers- should prioritize in-class communicative activities; I still believe that the Flipped classrooms approach has a long path to go through yet, moreover in our context. Among some challenges that this new approach must face we find: 1) how to encourage autonomy and self-regulation among students given that these aspects are important to carry out such an approach. Moreover, as Puren (2016) puts it, teachers must "veiller à ce que la démarche d'autonomie qu'implique la classe inversée ne crée pas d'emblée une discrimination entre les élèves plus avancés, plus autonomes, plus motivés, voire tout simplement disposant de bonnes conditions de travail hors de l'école... et les autres." (https://www.christianpuren.com/2016/01/31/a-propos-de-la-classe-invers%C3%A9e-dans-l-enseignement-secondaire-des-langues/). This later point (the conditions that each student needs in order to have good access to the dynamics of the approach outside the classroom, for instance, the access to technological devices) takes me to the second challenge: 2) how to implement an approach like the Flipped classroom in a context like ours in which not every student has access to technological devices on a daily basis? How to adapt the essence of flipped classrooms to the real conditions of the students? These questions do not intend to utterly reject F.C, on the contrary, they are questions that those who desire to implement F.C. must ask themselves, inasmuch as Puren himself says it: "La classe inversée n'est en elle-même ni une pédagogie, ni une didactique. Par contre, elle est une occasion de relancer les interrogations et expérimentations pédagogiques et didactiques sur les réponses, forcément plurielles et complexes, à apporter aux questions que pose l'enseignement-apprentissage." (ibid).
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