The flipped classroom is an advantage  to the classroom environment, introducing student and teachers to a different way of learning and teaching. Since the concept is something shared online for others to see,it is an advantage for others to share their opinions and share new ideas. Sharing these new ideas can help students understand the topic and help teachers find a new way of teaching the topic, especially when there more than one teacher involved. For example the program Sophia allows teachers to help other teachers, which is a program known as Teachers-Teaching Teachers. Teachers-Teaching Teachers is a program designed to help teachers understand the concept of flipping their classrooms through web conferences or “webinars“. With this program, along side many other programs offered teachers can find new ways to teach students and keep them interested. I believe this  trend was chosen because it hits so many new and old  ideas and bringing them to light. Although many people participate in these programs, there are soo many individuals  out there who need to take advantage of these programs and introduce it to communities, especially communities who don’t have the advantage of technology in there school environment.

Some interesting resources embedded in the trend is the program known as the Ted-Ed. I find Ted-Ed interesting because its based on educators making videos talking about different topics and reaching out to students. I can relate to this because, as a student when I don’t understand something the first thing i rely on is YouTube videos. Sometimes stepping out of the traditional way of doing research can be refreshing.  Another program known as , is a program built to reach out to individual who want to share what they know about a topic and for others who want to learn about a topic. Its a great way to communicate about ideas and allow others to tweak it or learn from it. Being a part of any of these programs, can be beneficial in so many ways. The concept of thoughts/ideas coming together from across the country or even across the world, shows not only how technology has advanced but how people are more open to other culturally ideas and learning methods.

A blog that was embedded into the trend was  Why I Gave Up Flipped Instruction , basically this blog was written by a teacher who found “love” and hate in the flipped classroom instructions.Shelly Wright begins to blog her experience from the beginning to the end.

My flipped experiments

I first encountered the flip in a blog post. At the time, it was a relatively new idea (at least in the K12 world). There weren’t any websites or books devoted to it. And while the particular post I read was actually expounding the virtues of traditional teaching vs. the flip, I thought, “Flipping could actually work.”

My students loved the idea of trying something that very few other students were doing. Some of my students even benefited from watching and re-watching videos. Even so, we used it sparingly. We never moved to an entirely flipped classroom that required my students to watch lecture after lecture, day after day, by video. Even so, when we did “flip,” it felt more like we were juggling the traditional lecture around than moving forward into a new learning paradigm.

Later on Wright starts to explain how her and her classroom transition into the flip and back to a regular classroom.

The flip faded away

As this new way of learning played out over time, my students found they didn’t need me to locate or create videos for them. Instead, they learned how to learn, and they were able to find their own resources. For me, this was a much more important skill than following my directions or using the resources I told them to use.

As this shift occurred, the flip simply disappeared from our classroom. It took almost a year for me to notice it was gone. Instead, our classroom had become a place where students discovered and shared their own resources, while engaging in projects with each other. There was no need for me to assign video homework or create portable lectures. It all happened during class.

Lest anyone think we were able to do this because we learn in a high-tech school, that’s not the case. We weren’t a 1:1 classroom. We used whatever devices my students had, which often was a couple of iPads, a few computers, and student cell phones. There were students who didn’t have a device, so other students shared. We made it work and everyone learned.