# Flipped classroom professional training via one book

On 25th August, I received the book “Flipping with Kirch. The Ups and Downs from inside my flipped classroom” by Crystal Kirch [2]. I bought after seeing Global Math Department conference by Crystal Kirch [3]. I recommend you. I’m on page 23 (of 215) but it’s very good written with direct and chick-to-chick style. She anticipates what you are thinking while you read the book. She insists that Flipped classrooms [4] are not just about students learning theory outside classrooms and making exercises at classrooms. It’s about switch between teacher-centric classroom to students-based time. It makes possible to have more time to support the thinking of your students than with direct instruction.

More thoughts about flipped classrooms….

- I do not like the fact of
*prescribing*students to see the theory outside the classrooms (typically with videos). I do not like it because two reasons:- first, I think students have to do
*all*things*inside*the classrooms. The subject time is the classroom time, I think. Students are bussy persons (like everyone) and we (teachers) have no right to command (typically compulsory) homework. When you go home, you don’t (at least you should not) take your reports for next morning at work. This is more general critique. It also happens in direct instruction. - second, what happens if students don’t understand the theory? Do teachers have to re-explain it in classroom? So does gained time equal wasted time? I don’t know how
*flipped-teachers*manage that.

- first, I think students have to do
- Flipped classrooms are sympton that something happens with direct instruction. Something is not working on that. I think that flipped classrooms pedagogy shows that we have an overloaded curriculum. If we had reasonable curriculum, then we would have time
*in class*to teach theory*and*practice (in whatever form we chose to do that). But because we have overloaded curriculum we have two options: direct instruction (which clearly is the fastest method of teaching all the curriculum^{1}) or cutting theory and sending as homework. In my case, I have no legal obligation to cover the curriculum up with objective justification [1] but you have pressure to end it up because sometimes you have external exam students need to take (university or vocational training entering exams)^{2} - I like flipped classrooms like a warning that we need to change in what we spend time in classrooms: we need time to relate to our students. The majority of classes I have seen have been with superficial interaction between teachers and students.

## References

[1] Cultura de les Illes Balears, C. d’Educació i. *Orientacions per a l’elaboració de la concreció curricular i de les programacions didàctiques*. http://weib.caib.es/Documentacio/orientacions_elaboracio_cc_pd/orientacions_concrecio_curricular_i_programacions_didactiques_25-02.pdf.

[2] Kirch, C. *Flipping with kirch. the ups and downs from inside my flipped classroom*. The Bretzmann group, 2016.

[3] Kirch, C. *Flipping your math classroom: More than just videos and worksheets. how i got time back in my classroom to support all learners and deepen the learning experience for students*. 2016. https://www.bigmarker.com/GlobalMathDept/Flipping-Your-Math-Classroom-More-Than-Just-Videos-and-Worksheets.

[4] Wikipedia. *Flipped classroom*. 2016. https://en.wikipedia.org/wiki/Flipped_classroom.

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