What Does a Flipped Biology Classroom Look Like?

When I think of ways to describe a flipped Biology classroom some images come to mind from my traditional classroom days that form an appropriate contrast. Picture this . . .

You’ve worked for hours on your photosynthesis lecture. You’ve memorized the standards and designed an exemplary lesson plan, developed an intriguing hook to start things off, carefully selected the images you’ll use to convey critical concepts, double-checked the key terms, and you are ready . . . ready to share this remarkable feat of nature with your students. Now, you are lecturing so expertly that you hope someone from administration decides to pop in today. You draw the most amazing labeled diagram of a chloroplast EVER and you turn around to see this . . .

If that doesn’t ruin your day, I don’t know what will.

The students are just not getting it. Maybe I need more detailed explanations? Or should I leave out some details? Should I be more entertaining? Does someone make chloroplast costumes? That’s ridiculous! I’d never do that, but I could look for some cute photosynthesis cartoons or jokes — that might do the trick.

Believe me, I’ve been there.

Even if you are one of the fortunate few whose students are motivated high-achievers, you can take your educational experience to the next level by flipping your classroom.  The primary benefit is increased student engagement which, of course, paves the way to increased student achievement, and isn’t that the whole point?

In the flipped science classroom, valuable minutes are used for engaging learning opportunities that facilitate higher-order thinking and concept mastery while students interact with their peers and the teacher.

Imagine having more time for labs, relevant activities, and real-world projects. More time for building relationships through cooperative learning and personalized instruction.

These magical minutes are gained when you provide online video content from which the students learn the basic content using their own technology. Students are in charge of their learning since they have the option to pause, rewind, and fast forward through videos as needed. They can take notes on the content, answer questions, and write down their own questions to be addressed in class by the teacher or cooperative learning groups. Differentiation is naturally accomplished as students decide when to watch the videos, whether to watch them in one or more segments, and how long to spend processing the information, taking notes, and answering questions.

Since long lectures and explanations are effectively eliminated, class time is available for deeper learning to take place through class discussions, targeted teaching that addresses more difficult concepts and misconceptions, and a curriculum that is designed to incorporate higher-order thinking skills. The role of the teacher becomes that of advisor, coach, and encourager in a more student-centered classroom.

Students working in small groups or one-on-one with the teacher feel more challenged to actively participate in the learning process and develop the ability to prove their understanding.

You don’t have to suddenly flip your entire Biology course. Start small by flipping one lesson, keep notes on the successes and challenges that occur, and let the process evolve over time. For many teachers, the most challenging aspect of flipping is finding or creating videos for at-home learning.

Science Island has the online video content you need to accomplish the FEARLESS FLIP of your Biology or Anatomy and Physiology classroom. All of my PowerPoint and Notes resources include narrated PowerPoint videos so you can give flipping a try without spending hours planning and sourcing videos. Take a look at my Shop on this site or my store on Teachers Pay Teachers.

Ready to learn more now? Click below to take a look at my FREE Quick Start Guide to the Flipped Classroom.

Aloha,

Carla

(1) https://net.educause.edu/ir/library/pdf/eli7081.pdf

(2) Bretzmann, Jason, Flipping 2.0