Discussions about flipped classroom models have almost always included references to some type of technological tool such as computers, laptops, tablets, and phones. Technology can be powerful, and it has almost become a requirement in today’s learning environments. It has opened the door for educators and students to connect and engage in ways we haven’t been able to before.
However, in my mission to expand the definition of the flipped classroom, I want to hit the pause button (pun intended!) for a minute. You don’t have to know how to use all these technological tools to FLIP your classroom. You don’t have to be a technology guru to effectively engage your students and involve them in the learning process.
In my definition of the FLIP, the goal is to “Focus on your Learners by Involving them in the Process.” My FLIP framework is designed to guide you through the process of engaging students in higher level critical thinking and analysis skills and activities DURING class time.
To do this, ask yourself, “What are students going to DO during class time? What can they compare or analyze in class today? What can they evaluate together? What can they create?” It’s all about your students and what they are doing in the classroom.
In this post, I’d like to bring us back to the sacred space we share with our students in the face-to-face, in-person, real time classroom…without technology.
Let’s try it, just for fun. Here’s our challenge. What are some ways we can FLIP our classes without technology?
I’ll start. Here’s one ‘unplugged’ flipped strategy you can use to involve your students in the learning process.
Choose a Side
Students will be able to analyze a current issue using evidence.
Assign students a specific article to read which addresses one or both sides of a current issue. For example, maybe the article is on stem cell research. You may decide to assign half the students in the class an article on one side of the issue and the other half of the students an opposing side of the issue. Be sure to tell them they will need to make a decision in the first 2 minutes of class about whether they “agree” or “disagree” with the stance in the article. (Secret tip: This is one strategy for motivating students to actually do the pre-class work.)
Before class, write a statement on the top of the whiteboard or chalkboard. Make this Statement #1. It should be something students need to be prepared to take a stance on based on the article they read. For example, “Statement #1: Stem cell research should be legal.” Then on one wall of your classroom, post a sign that says “agree.” On another wall in your classroom, post a sign that says “disagree.”
As students arrive to class, give them a sticky note and ask them to write their name on it.
Give them one minute to read the statement on the board. And then give them another minute to make a decision about whether they agree or disagree with the statement.
When they have made their decision, ask them to put their sticky note on the wall that corresponds with their stance on the issue.
Start class discussion and debate. You may call on students by referring to their sticky note. Or you may ask one student to go to the side they chose and justify their response. Then ask that student to choose another students’ name from the wall and ask them to come up and justify their response. They can refer to the article, their experience, data, etc. to explain their decision.
Now for the FLIP:
When you’re ready to advance students’ thinking and enhance their analysis skills, write Statement #2 on the board underneath Statement #1.
Now, add a layer of complexity. For example, “Statement #2: Stem cell research should be funded by the government.” Give students one minute to think about it and then one minute to either maintain their stance on the issue or to change their stance by moving their sticky note to the other wall.
Continue this process by adding increasingly complex statements to the board. Example: “Statement #3: Stem cell research should be legal when abandoned embryos are used.” Or, “Statement #4: Stem cell research should be available to those who can afford it.”
It is best practice in experiential education to debrief the learning experience so students can learn both from the experience itself and from their reflection back on that experience. When you’re ready to bring the discussion to a close, show the students how their agreement/disagreement changes as a situation becomes more complex.
Discuss how their thinking evolved as the variables changed and the case unfolded. Encourage them to articulate for themselves how they should gain more insight into a situation before making a decision.
The visual representation of the agree/disagree dichotomy works well for students who are prone to making “either/or” decision making. They may notice their arguments aren’t as “black and white” anymore. They may find themselves in the middle of the classroom uncertain of which wall to place their sticky note on.
This experience is an important part of students’ development and it supports them through the process of learning how to think critically and analyze carefully.
Now it’s your turn! What ‘unplugged’ flipped strategies have you used in your classroom to engage students and promote higher levels of critical thinking? And if you are a Technology Guru, join the conversation! You have to admit that sometimes it’s nice to put the gadgets aside and unplug for a little while…
(Note: I realize tools such as whiteboards and sticky notes are sometimes considered “technological tools” but that’s not what I mean for the purposes of this article.)
–This article was also published on LinkedIn.