At a Glance
At the Career Institute of Technology, the Machine Technology instructor used a version of the Flipped Classroom technique to engage and motivate students while teaching them a new machine procedure.
Career Institute of Technology (CIT) Machine Technology instructor, Jason Longenbach, developed and implemented a modified version of a Flipped Classroom lesson in order to teach students how to properly use a vise. In a Flipped Classroom lesson, instructional content that is typically delivered by the instructor in the classroom is provided to students at home through such means as a podcast, online video, or other online resources. Then, activities such as homework or research are done in class with the assistance of the instructor.
Before the classroom lesson on how to properly indicate a vise (use of an indicator), Mr. Longenbach made a video in which he demonstrated the correct technique. (He notes that the making the video is time-consuming and not a perfect fit for all lesson types, but once it is done, it is a valuable instructional tool.) The video included some embedded safety issues, which were incorporated to grab students’ attention with some humor as well as to see if students would recognize them without being prompted. Instead of providing a live demonstration of the technique, the instructor showed them the video during class and then had them view it again for homework. Mr. Longenbach explained that this slight twist on the Flipped Classroom (showing the video in class rather than providing the demo in the lab) allows him to assess student understanding on the spot and to add additional content and notes if needed.
After watching the video, students were required to go out in the lab and record themselves correctly doing the procedure. During this time, Mr. Longenbach encouraged students to work together and help each other complete their video recordings.
Origin / Implementation
Mr. Longenbach decided to use the Flipped Classroom technique to teach the highly complex task of how to properly use a vise for several reasons. The lesson provided an opportunity to engage students by using a novel instructional approach that differed from what they typically experience and that set high learning expectations for them. During the lesson, students are required to take responsibility for, and reflect on, their learning. At the same time, Mr. Longenbach finds the Flipped Classroom approach allows him to increase his one-on-one time with students because he is not using classroom time to conduct demonstrations or to lecture. Instructional time can be used for more hands-on and project-based learning experiences.
Furthermore, the lesson provided a meaningful and value-added approach to incorporate technology into the classroom. Using technology in this way gave students some control over their learning and allowed for differentiation in terms of pacing and review. Students could watch the video multiple times if needed, and take notes as they viewed it. So, while the Flipped Classroom technique allows instructors to essentially “teach” the lesson one time, it provides ongoing opportunities for students to access the lesson material. Students who were absent could catch up fairly quickly on what they missed.
Mr. Longenbach first used this particular lesson in March 2015. While observing the lesson, a supervisor complimented Mr. Longenbach’s use of instructional technology and commented that the lesson provided “a unique way to teach and demonstrate highly complex procedures and content.”
Results / Impact
Instructor Longenbach reports that the students excelled at the machine task and were able to learn at home and do/demonstrate skills at home. He continues to develop more Flipped Classroom lessons. Mr. Longenbach shared the lesson with his colleagues during a teacher sharing session and offered individual assistance to any teacher who wanted to try to use this type of instructional strategy.
Career Institute of Technology
Adrianne Jones, Supervisor of CTE
Ron Roth, Director