Category Archives: flipped classroom

The Future of Classrooms and Curriculum

When we think about the future, we tend to think of robots, flying cars, and extremely advanced technology. While we cannot fully predict the future, we can guess what it will be like. This is what Douglas Kiang, a computer science educator in Hawaii and instructor for EdTechTeacher, spoke about during his keynote at the ISTE 2014 conference.

Kiang noted that today’s students “are part of the Maker generation, the do-it-yourself (DIY) generation, and this is really driving informal learning.” This “Maker movement” is what drives individualized learning, as it lets students take ownership of what they learn and create something that matters to them. Furthermore, students of the Maker movement use technology to share their accomplishments with their peers and ultimately build a community, and they use the Internet to learn things the way they want to. By incorporating these ideas into more flexible curriculum, students will have a greater purpose to learning, as they will be able to learn on their own time. “We want to allow our kids to explore and to take risks, but you also want to give your kids a map – something that makes them want to do something and not stand in one place,” Kiang said.

Besides curriculum, Kiang also predicted the future of classrooms. He noted that it’s important to empower individual students voices, as they will feel valued while also feeling part of something larger; building a sense of community is important to the classroom – it offers shared value, meaningful relationships, and a safe place to learn from failures. Today’s classrooms tend to be isolated – students learn individually rather than as a community – but can become more inclusive by “bringing the outside in.” This “outside” could be content-area experts who work with students or could even be a change in the physical classroom setting.

“Our role as teachers is to facilitate student collaboration, to allow them to show us what they’re good at, and to encourage students to bring their skills together to create a community of learning and exploration,” Kiang explained. While it is difficult to say if these ideas will be incorporated into future curriculum and classrooms, doing so would lead to a much more inclusive and productive learning environment for students.

Interested in learning more about this topic? Read the original article, ““What will the classroom and curriculum of the future look like?” by Laura DeVaney or visit Douglas Kiang’s website here.

Douglas Kiang (@dkiang) is a dynamic speaker, teacher, and workshop presenter with over twenty years of teaching experience in independent schools at every grade level. He currently teaches at Punahou School in Honolulu Hawaii, where he teaches computer science, and heads the Curriculum Resource Teacher group. He also is an instructor for EdTechTeacher, specializing in professional development for technology integration worldwide. He is the author of five bestselling game strategy guides and his latest book on Minecraft in Education is soon to be published by Peachpit Press. Douglas holds a Master’s Degree in Technology, Innovation, and Education from Harvard and is an Apple Distinguished Educator.

New Speak Up Whitepaper

For Immediate Release:                                 
March 21, 2014         

Contact: Amber Taylor, 703-201-4893 
New Speak Up 2013 Findings Show Growth in Flipped Classroom Implementation and Interest
Washington, D.C. – A quarter of administrators identified flipped learning as having a significant impact on transforming teaching and learning in their school district, surpassing other digital learning trends such as educational games and mobile apps (21 percent) and even online professional learning communities for teachers and administrators (19 percent), according to new findings from Speak Up 2013 to be released during the CoSN 2014 Annual Conference on Friday. An additional 40 percent of administrators said they were interested in their teachers “trying flipped learning” this year.
The white paper, Speak Up 2013 National Research Project Findings: A Second Year Review of Flipped Learning, reveals significant growth in just one year in interest and implementation of flipped classrooms and a drop in concerns about student online access. Teacher interest in professional development on making quality instructional videos and on how to best use class time in a flipped classroom remained high, but this concern among administrators has declined while some are beginning to provide this training.
“Students, teachers and administrators are increasingly interested in tapping into digital tools such as video to transform the classroom experience. From this research, it is evident that the flipped learning model is gaining the attention of educators who are interesting in improving student achievement and teacher effectiveness by leveraging digital tools to enable innovation,” said Julie Evans, CEO of Project Tomorrow.
During the fall of 2013, more than 403,000 K-12 students, parents, teachers, administrators and community members participated in the 11thannual Speak Up online surveys facilitated by the national education nonprofit organization, Project Tomorrow. For the second year, in conjunction with the Flipped Learning Network, specific questions were asked of students, educators and administrators on flipped learning and use of videos in the classroom.
For the survey, flipped learning was defined as using lecture videos as homework while utilizing class time for more in-depth learning such as “discussions, projects, experiments and to provide personalized coaching to individual students.”  
“We know from other research that teachers who are flipping their classrooms report higher student achievement, increased student engagement and better attitudes toward learning and school,” said Kari M. Arfstrom, Executive Director of the Flipped Learning Network. “Many flipped teachers report that their job satisfaction has improved and they are feeling re-energized, so we are excited to see more teachers and administrators looking to implement this model in their schools.”
Speak Up 2013 flipped learning findings include:

  • One out of six math and science teachers are implementing a flipped learning model using videos that they have created or sourced online.
  • 16 percent of teachers say they are regularly creating videos of their lessons or lectures to students to watch.   
  • 45 percent of librarians and media specialists are regularly creating videos and similar rich media as part of their professional practice. 
  • 37 percent of librarians are helping to build teacher capacity by supporting teachers’ skills in using and creating  video and rich media for classroom use.
  • While, almost one-fifth of current teachers have “learning how to flip my classroom” on their wish list for professional development this year,  41 percent of administrators say pre-service teachers should learn how to set up a flipped learning class model before getting a teaching credential.
  • 66 percent of principals said pre-service teachers should learn how to create and use videos and other digital media within their teacher preparation programs.  
  • 75 percent of middle and high school students agree that flipped learning would be a good way for them to learn, with 32 percent of those students strongly agreeing with that idea.  

“These results show that both more professional development for teachers and tapping into librarians and media specialists to support teachers’ fledgling implementations of flipped learning show great promise,” said Arfstrom.
About Project Tomorrow
Project Tomorrow® is the nation’s leading education nonprofit organization dedicated to the empowerment of student voices in education. With 17 years of experience in the K-12 education sector, Project Tomorrow regularly provides consulting and research support about key trends in K-12 science, math and technology education to school districts, government agencies, business and higher education.  The Speak Up National Research Project annually polls K-12 students, parents and educators about the role of technology for learning in and out of school and represents the largest collection of authentic, unfiltered stakeholder voice on digital learning. Since 2003, over 3.4 million K-12 students, parents, teachers, librarians, principals, technology leaders and district administrators have shared their views and ideas through Speak Up.

About Flipped Learning Network

The mission of the Flipped Learning Network™ (FLN) is to provide educators with the knowledge, skills, and resources to successfully implement Flipped Learning. The goals of the FLN are to 1) Serve as the hub connecting educators engaged in Flipped Learning; 2) Facilitate and collaborate on research relevant to Flipped Learning; and 3) Provide access to professional learning opportunities on Flipped Learning.