This week’s learning about Flipped Teaching and Challenge Based Learning was productive in helping me to fill many gaps in my understanding about them, as well as literature Culturally Responsive Teaching. Looking at these three paradigms in relationship to one another deepened my understanding of each of them.
Both Flipped Teaching and Challenge Based Learning align with the principles of Culturally Responsive Teaching. One area I connected with in this week’s material about Flipped Teaching is the idea of students’ Live Processing relationships to Schema building. Dr. Ramsey Musallam describes Live Processing as the way that students “chew” on new information as it becomes part of their long term memory. However, if too much stress happens (intrinsic and extraneous loads) during live processing, the new information has less of a chance of working its way into the student’s schema. Flipped teaching helps to remedy this issue by dispersing information visually and aurally so that less load is put on the working memory. It allows for more chunking of information (preview of information, in-class work, further clarification time) so as to increase room for the working memory. It seems as though this focus on reducing stress to learn better absolutely aligns with Zaretta Hammond's teaching.
Challenge Based Learning is very compatible with Culturally Responsive Teaching in that it:
I’m sure I’ve barely scratched the surface. At every angle, it seems that these two approaches were made for each other. The cool thing is that Flipped Teaching can be invited to this party, and seems like a wonderful way to provide individualized instruction or guidance to different groups working on various aspects of a challenge.
What does all of this mean to me as a teacher? Well, I have two things to consider. First, I feel like I would need much more time to explore these concepts and how they could operate at even the lowest elementary levels. This would involve some research, but sounds like it would be well worth the time investment. Second, after learning about how this puzzle can be put together K-5, I would want to share this information with our teachers. I know that everyone can get overwhelmed with so many new initiatives and focal points, so I would want to embrace the concepts of CRT when presenting this info. Knowing how much work it is to present big ideas to staff, this would definitely be something I would want to gather a team to do. If I could find a few enthusiastic friends at school, we could work together to build interest among the staff and perhaps create our own “challenge.”