Pros and cons of flipping

Disclaimer: I am not an expert in flipping the classroom.  As yet, I have never flipped instruction.  The point of this post is for me to think through how to best set up some flipped lessons in my classes next year.

So here is what I think about the flipped classroom right now.


  • Students can replay, rewind, pause the instruction.
  • Has potential for differentiated instruction – students can interact with the materials at their own pace.
  • Could be a cure for too much classroom lecture time, as one reader of I lecture too much@Borschtwithanna, suggested.
  • Each video could embedded in a page which has a variety of resources related to that topic – including practice questions, sites with further or related information, sites with applications of the concepts.


  • Seems to still be lecture based, which is what I need to get away from, according to some students I taught this year.
  • Some students may not watch the video for homework as directed
  • Learning is social, students should be interacting as they learn. Watching videos individually is antisocial.
  • This methodology goes against the old Chinese proverb: Tell me, I’ll forget; show me, I may remember; involve me, I’ll understand.  Students should be investigating, and discovering the concepts.

Practices which might address the cons:

  • Include some multi-choice (using Socrative, perhaps) and/or Polleverywhere to ascertain level of understanding – either with a conceptual question and/or student self-assessment question.
  •  Include other follow-up activities such as a forum, blog post or journal to either explain the concepts or to evaluate one’s own understanding, or to list any questions they might have.
  • Make the videos interactive: at certain points they need to pause and complete a poll or multi-choice question.
  • Include links to sites which address the concepts further or in more depth, or off on a tangent, for those inquiring minds.
  • Have the videos following classroom investigations, after kids have reached their own conclusions.

Any other ways of making the flipped classroom work right pedagogically and practically?

About eadurkin

Originally a HS Mathematics teacher from New Zealand, currently working as Associate Principal in the Secondary School at Canadian Academy, an international school in Kobe, Japan. Married with two children.
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