Flipping your classroom means delivering lecture content to students outside of class time and homework in the classroom. By reversing the typical lecture and homework elements, teachers use classroom time for activities and discussion students can’t do on their own.
Does it work?
According to LearnDash, it does. Here are some stats from their website that prove flipping your class is not a bad idea:
- In 2012, 48 percent of teachers flipped for at least one lesson and in 2014 it was up to 78 percent.
- 96 percent of teachers who have flipped a lesson would recommend the method to others.
- 46 percent of teachers researched have been teaching for more than 16 years and are moving towards flipped classrooms.
- 9 out of 10 teachers noticed a positive change in student engagement since flipping their classroom (up 80 percent from 2012).
- 71 percent of teachers indicated that student grades have improved since implementing a flipped classroom strategy.
What does bulb have to do with it?
When you think of the traditional flipped classroom, you might start counting the hours of work ahead of you to plan, stage and produce comprehensive video lectures. Sounds like a lot of work, huh? But it doesn’t have to be.
On bulb, you can produce content quickly because the tool has simple embed tools and organizing content is done easily. Plus, you can easily build a multimedia page where students can find any articles, slides, video lectures, instructions, etc., needed for the lesson. In fact, delivering your lecture content in bulb way may be more compelling to students with different learning styles.
Here are some ways teacher are using bulb to flip their class.
- Publish daily lectures, assignment resources/information and a variety of other resources to allow students to take in information when and how it suits them.
- Introduce multimedia lessons with videos and audio files using the embed feature.
Daniel Ibanez published a daily bulb page for his class. Students are expected to have read and watched any lecture material before they come to class. He then uses his class time with them to complete assignments and work together, asking questions.
Chelsea Scott publishes videos and tips for throwing centered cylinders on the pottery wheel and asks her senior capstone students to have watched them all before coming into class to give it a spin themselves (pun intended).