Of the three teaching methodologies presented in this week’s readings, I am intrigued with the idea of a flipped music room. In a hypothetical situation, if I were to teach older students, I would create video lectures on music theory (reading, writing, basic composition structure, etc.). Then, when the students returned to class, they could apply their knowledge and skills on a variety of instruments. Using Salman Khan’s Khan Academy framework, how then would I manage and monitor student progress? Since music is not yet available as one of the subjects covered in the academy, I would have to create my own via G Suite for Education (formerly known as Google Apps for Education). One scenario could be that based on the lecture, I could create a series of questions (using Google Forms) and read student responses. I would then focus on those who require more support. In addition, Noteflight Learn, a web based app on music composition, not only allows for students to compose, but for teachers to assign work, comment and assess. What’s more: it’s compatible with Google Classroom. Bonus!
Pros and cons
Even though hypothetical, I’m enjoying the idea of having the students come back to class with some knowledge base and be able to apply this knowledge on their instruments. Talk about differentiation and targeting students’ needs! However, if, for example, other subject teachers are following suit, can I justify a flipped classroom for a class that only meets once a week? Wouldn’t a student’s work load after school hours increase because of the many video lectures and not enough time for play and family time? Wouldn’t it be easier for me to say, “Hey, kid, go take your instrument home and practice!” How do we find this balance among the teaching team? How do we balance screen time for the children?
In Ramsey Musallam’s blog, she offers her perspective on the flipped classroom. From her experience, she has found that “merging aspects of inquiry learning and video-based instruction” a successful teaching approach for her content. Flipped classrooms are not the end all, be all of methods. It happens to be an option and one that may or may not suit your style as an educator.
I recently attended an IB workshop on the Grade 5 Exhibition. Our facilitator emailed us prior to the start of the workshop, introduced herself and gave us an assignment. We had to watch videos, read articles and answer questions based on the videos and articles. Who WAS this woman and why was she already giving me homework?! I was immediately turned off because she added another task to my already hectic workload. Nevertheless, I made time to do my homework. Workshop weekend finally came, she again introduced herself, and we immediately dove into discussion on the videos and articles. Huh. We already had something to talk about. I heard many perspectives from the other workshop attendants and there was immediate conversation and collaboration based on our homework. I see what you did there, Suzanne. Upon reflection, it made sense for us to be familiar with the material prior to coming to the workshop. We were able to participate in those discussions because we were prepared. We didn’t waste any time studying. Our workshop lasted only two to three days, and yet, we were efficient and productive. It was great! Would I have designed my own workshop in this manner? You bet!
Which method, flipped, game-based, play-based, works well for your content? Why?