Flash Research cum Flip Classroom
At DAIS there is a constant endeavor to challenge students into becoming lifelong, self- directed learners- an essential skill for 21st century learners. Every learner in today’s world can be termed as a ‘Tech Student’, with technology being a constant part of their lives, in the form of toys, games and gadgets. The Science teachers of Class 7 decided to impress upon these young minds, on how they could use the same technology to support their self-directed learning, not only in class or school, but anywhere and everywhere, to enable them to become independent, self directed and lifelong learners.
The objective of the flash research was to engage the students in a meaningful self-directed learning process, amplified with the aid of technology, to accomplish three learning goals - what does an atom look like? The parts of an atom and the forces that hold the subatomic particles together in an atom.
While they had a definite goal to attain within an hour, the students developed knowledge and skills, as they learnt to scaffold instructions to investigate deeper into a concept. They made optimal use of their time to enhance their skills at research and surprised their teachers with the level of engagement through the activity. They took charge in the Flip classroom activity the following day, with a reversal of role of teacher and student. The students were owners of all information acquired during the flash research activity. ICT had exposed them to a wide range of resources available online and they could choose the resources according to their likes, interests and understanding. The role of the teacher in the Flip classroom had changed to that of a mentor, available to address questions and individualize instructions, if and when needed.
Students enjoyed both aspects of the learning – The Flash Research as well as the Flip classroom and took ownership for their learning, by collating all their learning and turning it into a powerful study guide in their journals.
“It was fun learning this way; can we learn more stuff this way?”
“I felt the independence of learning!”
“We learnt so much more in one hour, as compared to what we would have in class.”
“Flip classroom helped us share our research with everyone and we also got many new ideas from our friends.”
“We loved learning from the sources we had chosen and hence it became easy for us to understand.”
“The videos and pictures helped us understand the concept so clearly.”
Students accepted the role of responsible learners and picked up the finer nuances of presenting their research work. The teachers witnessed the maturity and the growth of their students as independent learners and the method catered to differential learning styles and pace of learning. It was a win-win situation for the students, as well as the teachers.