സെൻറ് മേരീസ് എച്ച്.എസ്.എസ്.പട്ടം/അക്ഷരവൃക്ഷം/ LOCK DOWN PEDAGOGY
LOCK DOWN PEDAGOGY
LOCK DOWN PEDAGOGY : FLIPPED CLASS ROOMS AS AN ADEQUATE SOLUTION TO PASSIVE ONLINE EDUCATION INTRODUCTION The COVID-19 pandemic has affected educational systems worldwide, leading to the near-total closures of schools, universities and colleges. School closures impact not only students, teachers, and families, but have far-reaching economic and societal consequences. According to UNICEF monitoring, 186 countries are currently implementing nationwide closures, impacting about 98.5 percent of the world's student population. In response to school closures, UNESCO recommended the use of distance learning programmes and open educational applications and platforms that schools and teachers can use to reach learners remotely and limit the disruption of education. The structure of schooling and learning, including teaching and assessment methodologies, was the first to be affected by the Lock down. It is also important to reconsider the pedagogical methods in schools by seamlessly integrating with e-learning modes to build a unified learning system. FLIPPED CLASSROOM APPROACH Recent advances in science and technology have unlocked new vistas for learning and teaching process. Mounting pressure from increasing restrictions in our routine life, online courses provides an alternative solution to the physical class rooms. The flipped classroom is relatively new pedagogical method, which remove the traditional transmissive lecture and replace it with active in-class tasks and pre-post class works. The flipped approach in learning was first introduced by Jonathan Bergmann and Aron Sams in 2007. Basically the concept of flipped classroom is this; that which is traditionally done in class is now done at home, and that which is done as homework is now completed in class. The role of teacher in the classroom has dramatically changed. The teachers are no longer the presenters of information; instead they taken on more of a tutorial role. Flipping the class rooms means that students gain first exposure to new materials outside of class. In the flipped model, the time is completely restructured. Flipped classrooms encourage teachers to make their own videos for delivering content knowledge to the students. The students view the pre-recorded video made by teacher before coming to the class and then engage in active learning through discussions. The main advantage of the pre-recorded video is that students could move at their own pace; they could pause and rewind the video where they got confused. One of the drawbacks to the flipped model is that students cannot ask immediate questions that come to their mind. The teacher should instructs the students to write down notes, record any questions they have and summarize their learning. This helps the teachers to address student’s misconceptions before they are practised and applied incorrectly. Since the schools are closed due to lock down, the students are unable to assemble in the classrooms. So video conferencing has to be arranged to interact among the teachers and students. In response to the pandemic, many schools moved to online distance learning via platforms like Zoom, Big Blue Button etc. This online learning platforms helps for active and live learning process through video conferencing. THE LURE OF THE FLIPPED CLASSROOMS Kathleen Fulton (2012) listed the following advantages of the flipped classrooms 1) students move at their own pace. 2) Doing “homework” in class gives teachers better insight into student difficulties and learning styles. 3) Teachers can more easily customize and update the curriculum. 4) Classroom time can be used more effectively and creatively. 5) The use of technology is flexible and appropriate for 21st century learning. PITFALLS OF THE FLIPPED APPROACH 1) Students new to the method may be initially resistant because it requires that they do work at home rather than be first exposed to the subject matter in school. 2) The homework must be carefully tailored for the students in order to prepare them for the in-class activities. CONCLUSION The goal of flipping your class is to practice a more student-centred pedagogy, thereby engaging your students in active learning experiences. The success of your flipped class depends on the alignment of what you want your students to accomplish before, during and after the class. Not all concepts are best taught using the same techniques; some things are still taught through student discovery, and some through flipped classrooms. In the current situation, online education is turning out to be a substitute to traditional modes and flipped approaches is the best practice to inculcate learning goals among the students. REFERENCES J. Bergmann & A. Sams. Flip Your Classroom: Talk to Every Student in Every class Every day. International Society for Technology in Education, 2012. ISBN 9781564843159 Fulton, K (2012) Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17 Herreid. C.F & Schiller. A, Case studies and Flipped classroom, Journal of college science teaching, Vol 42, No.5, 2013
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