CoCreatr
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Emergent day to you. 2010-04-22 is my knowmad birthday. Think I understood the word. More to emerge.
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    Flip-thinking


    Teacher Karl Fisch has flipped teaching on its head - he uploads his lectures to YouTube for his students to watch at home at night, then gets them to apply the concepts in class by day.


    By Daniel Pink
    Published: 2010-09-12 08:00AM BST


    ...

    During class time, the teacher will stand at the front of the room and hold forth on the day’s topic. Then, as the period ends, he or she will give students a clutch of work to do at home. Lectures in the day, homework at night. It was ever thus and ever shall be.

    But one American teacher is taking a different approach – and in the process, he’s offering a lesson in innovation for organisations of every kind.

    Karl Fisch is a 20-year veteran of Arapahoe High School, located south of Denver, Colorado. For the past 14 years, the one-time maths teacher has been the school’s technology co-ordinator. But a round of budget cuts forced him to take on extra duties – and a few weeks ago, he returned to the classroom to teach an algebra course to 9th and 10th graders (14 and 15 year-olds).

    However, instead of lecturing about polynomials and exponents during class time – and then giving his young charges 30 problems to work on at home – Fisch has flipped the sequence. He’s recorded his lectures on video and uploaded them to YouTube for his 28 students to watch at home. Then, in class, he works with students as they solve problems and experiment with the concepts.

    Lectures at night, “homework” during the day. Call it the Fisch Flip.


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    Image credit: Simmo1024 on flickr. Thanks for licensing Creative Commons

    Tue, Sep 14, 2010  Permanent link

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    Infinitas     Tue, Sep 14, 2010  Permanent link
    Ever hear of Bloom's Taxonomy?

    Most people never get to the final stage, the top, "creativity." Surely many do, and there is a wide range of people that do in all sorts of professions, whether it's writing a new fiction book, developing a new program or painting a picture— I think it's much harder to achieve this level in the sciences just because science is so logical and straightforward, whereas art is so not. You almost need to be a right-brained scientist...

    I've shared some of my thoughts on our education system on SC before and I really think that it works very inefficiently. In high school and college, it was all about memorizing and understanding concepts. And in higher level college classes there was some applying. It always seemed like the higher steps in the pyramid were withheld for people who continued onto graduate school. The only time I really felt like I got something out of a lesson, out of a class, was when I directly applied my understanding of something to a problem. Otherwise, all those things I remembered were all pretty much lost and forgotten because I never really had a use for them. But what if I had been able to remember all of that stuff? Today, I wish I could incorporate everything I learned from my ethics, business, biology, physics and philosophy classes into something concrete and worthwhile (aside from all the personal development I've gained).

    I probably blame as much of that on myself as I do on my teachers and our system of teaching. But my point is that if we can begin to apply information sooner, rather than later, and through the guidance of a teacher, more people will be able to reach that peak of creativity in all fields, also sooner rather than later. Our world would evolve much faster, more effectively and efficiently.

    Karl Fisch reminds me of my Spanish teacher I had when I was a freshman and sophomore in high school. Our homework was to memorize vocabulary and grammar. And during the day in class, all we would do is speak Spanish with each other, practicing, applying. I haven't taken any Spanish classes since then, almost 7 years ago, but I can still hold a decent conversation, understand a lot of written text, and could become fluent with relative ease.
    CoCreatr     Sun, Sep 19, 2010  Permanent link
    Thank you, Infinitas, for sharing your views. Yes, I have seen Bloom's taxonomy. It explains why driving school can be real fun, too (with a good teacher) because you get to apply and create rather swiftly and develop an initial level of competence.

    The way I see it, the education system works to a degree, to help people learn a set of basic skills, but then quickly becomes a drag. Seth Godin puts it this way:

    What if I told you about an industry which:

    * Indebts most of its customers, sometimes for twenty or more years a person
    * Not only consumes most of four years of its customer's time, but impacts its prospects for years before even interacting with them
    * Enjoys extremely strong brand preferences between competitors and has virtually no successful generic substitutes
    * Dramatically alters relations within a family, often for generations
    * Doesn't do it on purpose

    ...and

    ...according to most of the studies I've seen, there's very little or no difference in the efficacy of one competitor vs. another.

    Of course, I'm talking about undergraduate colleges in the US.
    LED     Wed, Jul 25, 2012  Permanent link
     
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