Students in the SHS  math wing buzz with news that the classrooms are changing. Not just because of the new rugs installed, but because their way of learning and the role of the teacher is changing too. Technology is rapidly becoming more commonplace in the classroom, and teachers and administrators make conscientious efforts to incorporate technology in their classrooms in the form of computers, SmartBoards, or videos. With all the innovations SHS has seen in the past year in both administration and curriculum, it is not surprising that a new classroom possibility might go on trial for a few weeks at the end of the school year.

    The newest idea is “flipping the classroom”. This experimental style of teaching uses technology to flip the way classes are run. Students familiarize themselves with a new topic at home by watching lectures created by the teacher, and at school, the teacher often delves more deeply into the lesson and allots time for students to do their homework and use the teacher as a resource. The idea is that flipping the classroom gives the teacher a chance to directly help students with problems in class, and allow time for in depth discussion.

    In the SHS math department, Mr. Parkins and Ms. Hallihan have begun to implement this model for the last few weeks of the school year, to see whether there could be a possibility of using it in the future.

    Math teacher Mr. Parkins commented on what students might think of the new, flipped classroom. “I feel like some students will prefer it, some students will hate it, and a large bunch will be in the middle and can go either way. It’s exciting to give it a try using the new technology, and I look forward to my students’ feedback,” Parkins said.

    Students’ responses to flipping the classroom differ. Some students like that it cuts down on homework time and for a more in depth, educated discussion in the classroom, while giving them opportunities to collaborate with their teacher and peers on homework problems. For some, background knowledge of the topic provided by the video is helpful when they come to class and are able to clarify key points. Students are able to learn the material at home at their own pace, and then go into class with questions to ask of the teacher.

    Junior Shannon Whalen agrees. “It’s kind of cool. It gives you a new perspective on learning math. And you are more responsible for your own learning,” Whalen said.

    Other students found that flipping the classroom did not suit their learning style. They felt that flipping the classroom takes away the ability to ask questions while learning the material, so if they don’t understand the video, then they are behind. For teachers, it is difficult to gauge whether students are indeed watching the videos, or whether they come to class unprepared for the lesson. Teachers also have no way to respond directly and immediately to questions from their students, and can’t judge the comprehension of their students when they are learning the lessons at home. In that way, the teacher –student communication is absent until the next day in class.

    Junior Meghan James dislikes flipping the classroom. “I think it’s annoying because it you don’t pay 100% attention to the video, you can miss a specific, important point, and it can be difficult to follow along,” James said.

    Whatever your view, flipping the classroom is an innovation not to be ignored. A flipped classroom would change the role of teachers from lecturer to guide, transforming the traditional classroom. Whether it is viable and possible in SHS is up for debate, and will probably be for some time.