More and more schools and teachers are using the tools designed by Big G for the school, for the numerous advantages that are obtained from a communicative, didactic and organizational point of view. Among the opportunities there is the possibility of implementing methodologies that allow individualization, personalization and differentiation of learning, overcoming the universalistic approach of teaching and grasping the needs related to the skills and passions of individual students.
Among the didactic models that can be put into practice thanks to G Suite and digital tools, there is the so-called Flipped Classroom: it owes its name to the fatc that it reverses the ways and times of teaching and learning, so time at home is used to attend a lesson, mostly via video, and the one at school to study, do homework and deepen the contents, since the presence of the teacher can support and expand learning.
This is what happens in the secondary school of the I.C. “Galileo Galilei” of Pezze di Greco (BR), where Professor Anna Grimaldi, teacher of English, has been integrating her teaching action with the Google suite for over two years, replacing the frontal lesson with videos or other documents that the kids can view at home, while in the classroom the explanation and comparison of previously learned contents takes place. In this way, the teacher finds pupils in the class who have already studied or anticipated the contents to be treated in the classroom and can concentrate on application activities such as tasks, exercises, insights and reflective recovery, thus devoting more time to transforming knowledge into skills. This method allows, in fact, to carry out an inclusive and personalized teaching as the materials provided are diversified according to the different learning methods
What are the advantages that the teacher has obtained from applying the Flipped Classroom with Google Classroom and other Google tools?
Recovery of interest and attention from students;
Constant contact with the students, as well as the ability to solve problems or doubts in real time in performing the task;
Ability for pupils to communicate with the teacher and with each other using a secure platform;
Possibility for parents to view the content that their students publish in cooperative works and beyond.
The didactic action – said Professor Grimaldi – is therefore certainly more stimulating and with results that satisfy teachers and students, for whom this is now a natural way of studying.
Have you ever used the flipped classroom methodology in your class thanks to Google tools?