Pro Flipped Classrooms
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Pro: 1st Constructive Speech
Today, the resolution is Supplemental classes in China should use flipped
classrooms. I will be supporting the resolution as the Pro side. To begin, I
would like to offer a definition.
First, I’d like to define Flipped classrooms, which reverse the lectures and
homework.
EduCause, nonprofit for technology in higher education, February 2012
[https://net.educause.edu/ir/library/pdf/eli7081.pdf]
The flipped classroom is a
pedagogical
model in which the typical lecture and homework elements of a course
are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is
devoted to exercises, projects, or discussions. The video lecture is often seen as the key ingredient in the flipped approach, such
lectures being either created by the instructor and posted online or selected from an online repository. While a prerecorded lecture could certainly be a
podcast or other audio format, the ease with which video can be accessed and viewed today has made it so ubiquitous that the flipped model has come
to be identified with it.
To prove that supplemental classes should be flipped, I am going to make three
arguments. First that the current lecture system makes it hard for students to
learn. Second that a flipped classroom fixes this problem. Lastly, I’ll give some
of the benefits of a flipped classroom.
Pro Flipped Classrooms
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Pro: The problem with lectures.
I’ll begin with the problem with lectures.
The learning process has two stages; information transfer and assimilation.
Maureen Lage, Colorado Woodland Park Highschool, 2008 [https://baike.so.com/doc/70524317275338.html]
Typically, students in the learning process consist of two stages: the first stage is the "information transfer", is
through the interaction between teachers and students, students and students to realize; the second stage is the
"assimilation", is in the class by the students themselves to complete the. Because of the lack of teacher support
and peer help, the "absorption internalization" stage often causes students to feel frustrated, lose motivation and
not feel a sense of achievement. "Flipped class" reconstructed the students' learning process. "Transfer" is the students before class
information, the teacher not only provides video, can also provide online counseling; "assimilation" is in the classroom to complete the interactive,
teachers can understand students' learning difficulties in advance, in the classroom to give effective guidance, the exchange between the students help
to promote the students' knowledge assimilation process.
Pro Flipped Classrooms
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Pro: Flipped classrooms are better than
lectures
My second argument is that flipped classrooms solve the problem of students
not being able to internalize while listening to lecture.
A. Flipped Classrooms allow teachers to pay more attention to individual student
needs.
Mike Acedo, November 2013 [www.teachthought.com/learning/blended-flipped…cons-flipped-classroom]
When an educator is freed from delivering a traditional lecture at the front of the classroom, as is the case in
flipped classrooms, it becomes easier for her to circulate and focus attention on individual student needs. An
online lecture is often followed by a short quiz, also taken online, that allows the teacher to check how well
each student understood the course material and which concepts need to be further addressed in class.
B. Flipped classrooms have all students practice application and better
internalize the lesson.
Mike Acedo, November 2013 [www.teachthought.com/learning/blended-flipped…cons-flipped-classroom]
Flipped classrooms allow class time to be used to master skills through collaborative projects and discussions.
This encourages students to teach and learn concepts from each other with the guidance of their teachers. By
allowing students to partake in their own learning, they are able to own the knowledge they achieve, which in
turn builds confidence
Pro Flipped Classrooms
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Pro: Benefits of Flipped Classrooms.
My last argument is that the flipped classroom system has many benefits.
A.
B.
C.
Pro Flipped Classrooms
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Pro Flipped Classrooms
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Other Pro Cards:
Flipped Classrooms help improve test scores, especially of weaker students
Allie Bidwell, staff writer for U.S. News & World Report, 2014
[“https://www.usnews.com/news/stem-solutions/articles/2014/08/05/taking-a-page-from-humanitiescollege-engineering-gets-flipped]
At Villanova, Weinstein helped lead a pilot program for flipping engineering courses. New data from
the program given to U.S. News shows the bottom third of students' grades were more than 10
percent higher than in a traditional classroom (the difference between a D+ and a C) and more than 3
percent higher for the class as a whole (moving from a C+ to a B-).
"Doing a flipped classroom gives [students] the tools to learn when they want, however they want and
for how long they want," Weinstein says.
Other universities have had similar success with flipped classrooms.
Scott Freeman, a principal lecturer at the University of Washington, flipped his introductory biology
class to help improve a 17 percent failure rate, The Seattle Times reported in 2012. In the end, the
course's failure rate dropped to about 4 percent, and the number of students earning A's increased to
about 24 percent from 14 percent.
Supplemental classes are extra lessons taken outside school time.
Yisu Zhou, University of Macau, “The family socioeconomic effect on extra lessons in greater China”,
2013.[https://www.academia.edu/6713692/The_family_socioeconomic_effect_on_extra_lessons_in_greater_China_A_comparison_a
mong_Shanghai_Taiwan_Hong_Kong_and_Macao]
Education occupies a central position in deciding individuals’ life chances. As aresult, competition among students in school is heightened and families
tend to mobilize all means possible to help their children gain an edge in school learning.
Recent decades have witnessed a worldwide
trend of students taking supplementary
tutoring classes outside school time to facilitate their learning (Bray, 2009;
Bray & Lykins, 2012).Supplementary tutoring has experienced vigorous growth in many parts of the world,especially in East Asia, where students and
families are believed to attach greatimportance to education because of the cultural influence of the Confucian tradition(Kim & Lee, 2010; Liu, 2012).
Some schools provide extra lessons outside the regular class schedule to their own students, while business also
takes advantage of students’need by offering fee-charging tutoring lessons. In Japan, South Korea, and Hong Kong,private
tutoring has developed into a billion-dollar commercial industry (Bray &Lykins, 2012; Dawson, 2010; Jang, 2011). Supplementary learning has thrived
into aphenomenon that demands social and research attention.
Pro Flipped Classrooms
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Students are too focused on writing notes to internalize the lecture.
EduCause, nonprofit for technology in higher education, February 2012
[https://net.educause.edu/ir/library/pdf/eli7081.pdf]
In a traditional lecture, students often try to capture what is being said at the instant the speaker says it. They
cannot stop to reflect upon what is being said, and they may miss significant points because they are trying to
transcribe the instructor’s words. By contrast, the use of video and other prerecorded media puts lectures under the control of the students:
they can watch, rewind, and fast-forward as needed. This ability may be of particular value to students with accessibility concerns, especially where
captions are provided for those with hearing impairments. Lectures that can be viewed more than once may also help those for whom English is not their
first language. Devoting class time to application of concepts might give instructors a better opportunity to detect errors in thinking, particularly those that
are widespread in a class. At the same time, collaborative projects can encourage social interaction among students, making it easier for them to learn
from one another and for those of varying skill levels to support their peers
Flipped classrooms let students control lecture, so they may stop and start as
needed.
EduCause, nonprofit for technology in higher education, February 2012
[https://net.educause.edu/ir/library/pdf/eli7081.pdf]
In a traditional lecture, students often try to capture what is being said at the instant the speaker says it. They cannot stop to reflect upon what is being
By contrast, the use of video and
other prerecorded media puts lectures under the control of the students: they can watch, rewind, and fast-forward as needed.
This ability may be of particular value to students with accessibility concerns, especially where captions are provided for
those with hearing impairments. Lectures that can be viewed more than once may also help those for whom English is
not their first language. Devoting class time to application of concepts might give instructors a better opportunity
to detect errors in thinking, particularly those that are widespread in a class. At the same time, collaborative projects can
encourage social interaction among students, making it easier for them to learn from one another and for those of varying
said, and they may miss significant points because they are trying to transcribe the instructor’s words.
skill levels to support their peers
Pro Flipped Classrooms
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Pro Flipped Classrooms
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Pro Flipped Classrooms
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