Distance Learning Design

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As a part of the Instructional Technology program I explored, researched, and created a learning plan for a digital flipped classroom. This unit plan fulfils coach standards 4, 6, and 7. This flipped classroom was designed to meet the need of all students where the direct teaching happened prior to application in the classroom. The theory behind this practice is that “homework” traditionally is for practice and assessment while direct instruction happens in the classroom. Rather than leaving students without aid for practice, students learning is “flipped” as they explore and learn the content at home so that they can master and apply the skill in the classroom. This artifacts aligns with coach standard 7 for it is imperative that students are consistently practicing digital citizenship as they engage in interactive discussions and videos at home prior to applying the various skills in person.

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In addition to being digital citizens, this practice is designed to be responsive to student data. If students are learning in class and practicing incorrectly at home the errors become a learned behavior. This way data collection happens primarily in person and allows educators to respond in real time rather than when the work is reviewed or graded. By implementing components of this practice in my current classroom I have gained greater insights to the benefits as well as pitfalls of flipped learning.

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While in theory the framework is more effective and productive, the deficits can become greater for students who do not have a responsibility or drive to complete homework tasks as seen in BCPS’s homework policy. I am eager to begin greater research on this topic and identify the conditions necessary to make flipped learning successful in a variety of classroom settings.