The
Flipped
Classroom
Versus
Alfie
Kohns
Homework
Myth
Heather
Woodland
University
of
British
Columbia
Author
Note
This
paper
was
prepared
for
ETEC
511,
Section
64
B,
taught
by
Professor
Stephen
Petrina
and
Professor
Franc
Feng.
2012]
for
K12
schools.
(p.78)
In
online
educator
communities
and
professional
development
conferences,
the
flipped
classroom
model
is
described
and
heralded
as
a
new
shift
in
classroom
instruction.
But
is
this
pedagogical
model
all
buzz?
Is
it
simply
a
fad
in
education?
Proponents,
such
as
Bergman
and
Sams
(2012),
who
encourage
teachers
to
adopt
this
model
state
that
this
classroom
changing
technique
is
more
than
just
a
trend
in
education,
flipped
learning
is
a
practice
that
is
gaining
momentum
and
is
already
making
a
difference
for
countless
students.
(p.
25)
Likewise,
Salman
Khan
(2011)
of
Khan
Academy
touts
the
benefits
of
flipped
classroom
learning
when
he
states
So
when
you
talk
about
self-paced
learning,
it
makes
sense
for
everyone
--
in
education-speak,
differentiated
learning.
(video
transcript,
paragraph
15)
Some
early
findings
show
that
the
flipped
classroom
does
lead
to
increased
success
for
students.
(Meyer,
2013)
As
an
educator,
I
was
equally
drawn
to
this
model
for
my
own
classroom.
However,
I
recently
read
The
Homework
Myth,
a
book
authored
by
Alfie
Kohn
that
strongly
urges
the
extinction
of
homework.
I
questioned
how
I
could
implement
a
flipped
classroom
model
when
I
also
subscribed
to
the
no
homework
concept
put
forth
by
Kohn.
How
could
I
deliberately
shift
part
of
my
classroom
lesson
outside
of
class
time
and
still
stay
true
to
Kohns
concept?
This
essay
attempts
to
synthesize
the
pedagogical
model
of
flipping
a
classroom
with
the
constructivist-rooted
ideals
of
Alfie
Kohns
Homework
Myth.
Although,
on
first
appearance
these
two
educational
components
seem
to
contrast,
I
will
attempt
to
show
the
areas
where
the
progressive
natures
complement
each
other.
This
synthesis
will
be
addressed
by
answering
the
following
questions:
1.
What
is
a
flipped
classroom?
2.
What
is
the
Homework
Myth
authored
by
Alfie
Kohn?
3.
What
are
constructivist-learning
theories?
4.
Does
a
Flipped
Classroom
use
these
theories?
5.
What
groups
(socio-economic
or
age)
are
left
out
using
flipped
classrooms?
6.
In
what
areas
do
these
two
pedagogical
methods
overlap
or
agree
with
each
other?
Considering
that
both
the
flipped
classroom
model
and
Alfie
Kohns
Homework
Myth
subscribe
to
constructivist
learning
ideals,
they
both
consider
that
on-task-time
must
be
valued
and
they
both
seem
to
humanize
education,
there
is
leeway
for
an
educator
to
support
and
use
both
of
these
pedagogical
models
in
their
classroom.
I
will
consider
two
case
studies
in
establishing
this
synthesis:
Flumerfelt
and
Greens
Using
Lean
in
the
Flipped
Classroom
for
at
risk
students
(though
they
explicitly
call
it
a
discussion
example)
and
the
work
of
Jonathan
Bergman
and
Aaron
Sams
who
are
classroom
Science
teachers
and
pioneers
of
the
flipped
classroom
model.
What
is
a
flipped
classroom?
longer
given
in
a
teacher
centered
classroom,
rather
the
content
is
flipped
outside
of
the
classroom
and
educators
deliver
that
direct
instruction
asynchronously
at
home
through
videos.
Although
Sams
is
a
pioneer
in
the
current
usage
of
the
flipped
classroom
model,
many
educators
worldwide
have
taken
the
pedagogical
ideas
behind
moving
content
outside
of
the
classroom
to
develop
what
works
for
their
students.
Tucker
(2012)
stated
that
there
is
no
single
definition
of
how
the
flipped
classroom
looks;
he
further
states
while
there
is
no
one
model,
the
core
idea
is
to
flip
the
common
instructional
approach:
With
teacher-created
videos
and
interactive
lessons,
instruction
that
used
to
occur
in
class
is
now
accessed
at
home,
in
advance
of
class(p.82).
In
the
current
climate
of
school
reform
and
networked
educators
using
various
electronic
means
of
sharing
best
classroom
practice,
it
is
not
surprising
that
many
educators
take
an
interest
in
the
pedagogical
ideas
behind
the
flipped
classroom
model.
Overall
the
model
of
flipping
of
a
classroom
is
immediately
attractive
to
most
educators
especially
in
contrast
to
what
Brophy
(2006)
describes
as
the
potential
to
its
polar
opposite
the
stereotyped
image
of
a
teacher
scaffolding
active
discussions
and
co-
construction
of
understandings
within
a
collaborative
learning
community
is
more
attractive
than
the
stereotyped
image
of
a
teacher
lecturing
to
mostly
passive
listeners
(p.530).
Furthermore,
Khan
(2011)
summarizes
the
benefits
of
shifting
content
to
outside
the
classroom:
By
removing
the
one-size-fits-all
lecture
from
the
classroom
and
letting
students
have
a
self-paced
lecture
at
home,
and
then
when
you
go
to
the
classroom,
letting
them
do
work,
having
the
teacher
walk
around,
having
the
peers
actually
be
able
to
interact
with
each
other,
these
teachers
have
used
technology
to
humanize
the
classroom.
(video
transcript,
paragraph
8)
What
is
the
Homework
Myth
authored
by
Alfie
Kohn?
Homework
is
a
contentious
issue.
In
2006,
Alfie
Kohn,
an
author
and
lecturer
on
education
and
parenting,
published
his
book
The
Homework
Myth:
Why
Our
Kids
Get
Too
Much
of
A
Bad
Thing.
Kohns
book
describes,
in
detail,
that
homework
is
more
damaging
than
helpful
to
students.
He
also
discusses
how
there
is
little
quantifiable
improvement
of
students,
who
do
homework,
shown
in
educational
research.
and
impacts
in
5
ways:
as
a
burden
on
parents,
as
stress
for
children,
through
family
conflict,
by
having
less
time
for
other
activities
and
creating
less
interest
in
learning.
(pp.
9-18)
Kohn
sees
the
state
of
homework
in
the
education
system
as
an
expression
of
behaviorist
theory
where
the
main
effect
of
such
carrots
and
sticks
[the
need
to
create
extrinsic
rewards
for
completion
of
the
tasks
and
assignments]
is
to
reduce
peoples
interest
in
whatever
they
were
rewarded
for
doing
[learning
and
discovering
during
in
class
lessons].
(p.19)
Of
course,
there
are
educators
who
do
not
and
wish
to
not
assign
homework
but
pressure
is
exerted
from
elsewhere
to
have
homework
given.
Kohn
quotes
a
teacher
who
comments
on
pressure
from
having
other
teachers
assign
homework
(sometimes
only
seen
as
busywork)
they
state,
Other
teachers
assign
homework
because
parents
and
administrators
expect
it.
(p.
20).
What
are
constructivist-learning
theories?
Constructivist
learning
theories
emphasize
that
a
student
learns
best
through
a
hands
on
approach
to
the
content
of
the
subject
that
they
are
studying.
Since
the
ideas
of
John
Dewey
in
1929,
many
others
such
as
David
Kolb
or
Jerome
Bruner
(as
cited
in
Scott-Webber,
2012,
p.
268)
continue
to
promote
the
experiential
nature
of
education
based
on
constructing
knowledge
after
learning
in
real
life
situations.
Kohn
(2011)
emphasized
the
need
for
experiential
constructivist
theory
within
the
classroom
when
he
stated,
what
matters
is
how
people
experience
what
they
do,
what
meaning
they
ascribe
to
it,
what
their
attitudes
and
goals
are.
(p.12)
As
we
continue
to
establish
21st
century
learning,
educators
face
the
challenge
of
updating
pedagogical
methods
to
deliver
learning
environments
that
match
the
world
of
technology
that
exists
in
real
life
situations.
These
challenges
were
highlighted
by
Daggett
and
McNulty
(2005)
who
stated,
More
extensive
scientific
and
technological
advances
will
occur
in
the
next
few
years
than
have
happened
in
the
last
two
centuries.
Dealing
with
these
advances
requires
a
different
education
system
from
the
one
in
which
we
were
educated
(as
cited
in
Flumerfelt
and
Green,
2013,
p.
358)
and
these
challenges
are
made
more
difficult
as
technology
improves
and
updates
at
break
neck
speeds
around
us.
Darling
and
Hammond
(2012)
establish
what
needs
to
be
taken
into
account
as
we
shape
and
reform
education,
they
state
that
as
educators,
we
will
enable
students
to
learn
how
to
learn,
create,
and
invent
the
new
world
they
are
entering
(as
cited
in
Flumerfelt
and
Green,
2013,
p.
356).
There
is
hope
that
new
technology
advancement
can
be
harnessed
and
used
in
the
classroom
rather
than
being
seen
as
in
opposition
to
and
complicating
other
reasons
for
reform.
Hillberg,
Flumerfelt,
VanTil
&
Tierney
(2011)
confirmed
that
harnessing
new
technology
has
already
begun:
The
ability
of
schools
to
empower
students
to
navigate
learning
pathways,
make
instructional
choices,
and
receive
assessment
feedback;
to
enable
teachers
to
facilitate
that
process
of
learning
with
student
data
management
systems
and
differentiated
instruction;
and
to
provide
schools
with
collaboration
networks
under
enterprise
architecture
is
currently
under
development.
(as
cited
in
Flumerfelt
and
Green,
2013,
p.359)
Does
a
Flipped
Classroom
use
these
theories?
If
instruction
is
done
out
of
the
in-class
lessons
and
flipped
to
be
completed
during
non-school
hours,
what
is
happening
during
lesson
time?
Is
the
pedagogy
and
planned
activities
theoretically
constructivist?
Scott-Webber,
(2012)
drawing
on
Bruners
theoretical
framework,
stated
that
in
order
to
have
a
constructivist
approach
the
learning
environment
should
provide
the
learner
selects
and
transforms
information,
constructs
hypotheses,
and
makes
decisions,
relying
on
a
cognitive
structure
to
do
so
(p.
268).
Khan
(2011)
confirms
that
the
flipped
classroom
model
follow
this
constructivist
approach.
As
a
student
works
through
assigned
content
at
their
own
pace,
Khan
mentions
the
least
appreciated
aspect
of
this
[reliance
on
building
cognitive
structure]
through
the
anecdote
the
very
first
time
that
you're
trying
to
get
your
brain
around
a
new
concept,
the
very
last
thing
you
need
is
another
human
being
saying,
"Do
you
understand
this?"
It
seems
that
Khan
does
not
want
students
to
feel
under
pressure
as
they
work
through
mastery
of
particular
content.
His
sentiment
echoes
the
type
of
learning
that
would
happen
in
more
traditional
settings
unlike
the
flipped
classroom.
What
groups
(socio-economic
or
age)
are
left
out
using
flipped
classrooms?
The
quote
by
Horn
at
the
beginning
of
this
essay
was
that
a
flipped
classroom
model
was
an
innovation
in
classrooms
from
kindergarten
to
Grade
12
level.
Realistically,
the
learning
environment
between
the
12
years
of
schooling
is
much
different.
High
school
level
classes
have,
in
the
past,
seen
lecture
style
teacher
instruction
occur.
This
type
of
teacher
instruction
is
seen
with
age
groups
as
young
as
late
elementary
school.
But
in
the
first
five
or
so
years
of
schooling
(the
primary
or
elementary
years)
we
do
not
see
teacher
lectures
happen.
Although
I
have
seen
educator
blogs,
which
discuss
what
the
flipped
classroom
looks
like
in
a
Kindergarten
classroom,
those
ideas
will
not
be
discussed
in
this
essay.
The
first
obvious
shortcoming
of
the
Flipped
classroom
model
is
whether,
in
a
given
classroom,
all
students
have
access
to
the
content
video
through
a
reliable
internet
connection
and
a
form
of
the
hardware
and
software
required
to
watch
the
content.
Statistics
on
worldwide
Internet
access
estimate
in
2013
that
39%
of
the
world
has
access
to
the
Internet.
(International
Telecommunication
Union
[ITU],
2012,
p.6)
Quite
a
dismal
thought
for
the
potential
of
the
flipped
classroom
model
when
61%
of
classrooms
would
not
have
the
most
vital
component
of
the
model.
Internet
users
in
the
developed
world
are
estimated
to
be
71%
of
the
population
of
those
countries
while
the
developing
world
lags
with
only
31%
of
the
people
in
those
countries
with
access.
(ITU,
2012)
It
seems
that
the
flipped
classroom
is
only
feasible,
at
present
time,
in
the
developing
world.
A
case
study
in
the
work
of
Flumerfelt
and
Green
examines
the
implementation
of
flipping
a
classroom
in
an
at-risk
high
school.
In
order
to
measure
the
effectiveness
of
the
implementation
they
employ
lean.
Lean
is
an
organizational
philosophy
and
operating
system
heavily
embedded
in
the
total
quality
work.
(2013,
p.
359)
Furthermore,
particularly
before
lean
was
used
within
education,
Womack,
Jones
and
Roos
stated
the
definition
of
lean
as
an
approach
that
requires
the
commitment
of
the
technical,
social
and
human
capital
of
an
organization
to
continuous
improvement
for
the
purpose
of
identifying
distinct
ways
to
create
value
as
determined
by
the
customer
and
to
eliminate
waste
based
on
thoughtful
examination
of
its
root
causes.
(as
cited
in
Flumerfelt
and
Green,
p.359)
Flumerfelt
and
Green
introduce
their
case
study
by
stating
The
school
example
will
focus
on
how
continuous
improvement
has
changed
the
traditional
use
of
time
on
task
for
instruction
and
created
new
opportunities
for
focusing
on
the
process
of
learning
.
(Flumerfelt
and
Green
2013
p.358)
Their
use
of
the
terminology
continuous
improvement
is
given
in
their
abstract,
by
stating,
[a]
continuous
improvement
system
called
lean
as
a
toolkit
for
these
improvement
efforts
as
definition
for
the
term
lean.
In
the
body
of
their
work
they
further
explain
the
necessity
for
using
lean
to
implement
change/reform:
Continuous
improvement
requires
a
shared
commitment
to
change.
This
dynamic
is
not
difficult
for
schools
to
establish
per
se.
But,
[sic]
where
schools
encounter
10
difficulty
is
with
the
actual
process
of
continuous
improvement
and
how
to
do
it.
The
use
of
continuous
improvement
is
not
easy
and
the
issues
of
achieving
school
reform
through
continuous
improvement
are
complicated
with
many
variables
and
factors
as
Fullan
(2001)
described,
The
big
problems
of
the
day
are
complex,
rife
with
paradoxes
and
dilemmas
(p.
2).
In
an
effort
to
better
understand
what
educational
theorists
are
recommending
regarding
continuous
improvement,
two
specific
factors
of
interest,
instructional
practice
and
instructional
technology
improvement.
(p.357)
The
results
of
tracking
implementation
of
a
flipped
classroom
in
an
at
risk
high
school
were
seen
as
encouraging.
(Flumerfelt
and
Green,
p.
364)
As
has
been
stated
previously
in
this
essay,
advantages
that
were
gained
through
the
flipped
classroom
model
were
the
ability
to
individualize
and
differentiate
instruction
for
the
student
as
an
instructional
practice
improvement
was
evident.
(p.
363)
In
what
areas
do
these
two
pedagogical
methods
overlap
or
agree
with
each
other?
The
areas
that
a
flipped
classroom
and
The
Homework
Myth
overlap
or
agree
with
each
other
are
they
both
draw
from
constructivist
ideas,
they
consider
that
on
task
time
must
be
valued
and
they
seem
to
humanize
education.
The
whole
reason
behind
a
flipped
classroom
is
to
provide
more
interaction
in
the
classroom.
Interaction
between
student
and
teacher
or
between
students
would
implicitly
allow
for
experiential
learning.
While
Kohn's
Homework
Myth
is
also
deeply
rooted
in
constructivist
ideas,
his
book
is
written
with
the
intention
of
reforming
an
education
system
that
is
littered
with
non-experiential
lessons
and
accompanying
homework
assignments.
11
12
13
References
Bergmann,
J.,
&
Sams,
A.
(2012).
Before
you
flip,
consider
this:
Leaders
of
the
flipped
classroom
movement
say
each
teacher
will
have
a
different
experience,
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