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Fulton, K.P. (2013). Byron's flipped classrooms. Education Digest, 79(1), 22-26. Retreived from http://web.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?vid=3&sid=da1cd922-d43f-47a8-ae92-31beccca99e9%40sessionmgr113&hid=126.
Summary- In essence, a flipped classroom assigns students to view video lectures and classroom lessons at home on their computers, and then complete their “homework” at school under teacher observation.
In 2010, the Byron Independent School District 531 didn’t have money to fund new textbooks for the math department. Working together, the high school math teachers suggested they ditch the textbook and write their own curriculum. With the support of their administration and superintendent, they began creating their own videos and posting them on YouTube, and building class websites using Moodle. The first year the flipped classroom technique was initiated, it wasn’t without a learning curve, but student enthusiasm and math performance encouraged the math teachers to improve their model.
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| YouTube channel for Byron High School math teacher Troy Faulkner |
The math teachers needed to convince the school board to unblock YouTube, and lift the cell phone ban at school to give students access to content online. It was a challenge to change the mind set, but they were successful.
Evaluation- This article is a great example of how a school implemented the flipped teaching model, the challenges they encountered, and how it changed their school culture. It’s a motivating example for instigating change in our teaching practices.
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