90-minute presentations. The extra work that goes into recording videos and planning classroom sessions
leads many teachers to report an exhausting first year of flipping the classroom. As a matter of fact, good
ideas in education are incredibly fragile. I am, therefore, not so optimistic that people are going to be on
their mettle.
Some critics, like Ian Bogost, a professor at the Georgia Institute of Technology who placed
himself in the “cautiously cautious” camp on flipped classrooms, said the model is only one of many
factors in the larger debate about technology-based educational reform. The matter, in fact, is not the
flipped classroom specifically; it is the evolving anxiety involved with the operation and ownership of
institutions. Change is a process that tends to solidify quickly. If a school were to make this, by the third
year it could be set in stone. Additionally, one of the most important concepts in teaching is creating
opportunities to make thinking visible. When teachers can really see the thinking of their students, they
can provide these students with the support and encouragement they need to be successful. It is believed
that by using the thoughtful approach to the flipped learning method, teachers have an amazing
opportunity to gain insights into where students are struggling.
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