Final Project: Needs Assessment

Needs Assessment

1. Initiation

Frame Factors:

Temporal Frames: Adopting a flipped classroom would alleviate commonly cited temporal frames of a classroom teacher. Getting through the curriculum is a feat in itself, and if teachers aim to teach each child to mastery, their pace if curriculum slows even more. In using a flipped classroom, teachers could take instructional materials, such as content vocabulary, and background of content knowledge, and almost eliminate those from class time. This would then free up valuable class time for performance tasks, such as problem solving tasks that are typically seen in the form of homework, and it would create more time for hands-on learning.

Physical frames: Physical frames may pose problems for BHES if they were to adopt the flipped classroom model. While the school is equipped with enough chrome books for every child, and access to educational, school appropriate internet is a given, the same might not be true for the homes of each student. I know that when a student enters middle school, they are given chrome books to take home with them every day. At the elementary level, this is not the way. How can the school ensure each student is capable of completing coursework at home using the flipped classroom model?

Political-Legal frames: These are the frames that hold teachers accountable for student learning. We would have to come to a consensus about how these flipped classrooms could work in providing students with what they need to learn content. What would teacher’s roles be in creating content for flipped classrooms?

Symbolic Frame: What principals prioritize on agendas, what they spend money on, and who and what they praise continually send messages about what is important. Since there is no way to micro-manage every action, the symbolic frame reinforces a shared culture that influences all decisions (i.e., this is how we do things around here). What would proposing a flipped classroom imply about the symbolic meaning of the school? How would administrators conduct meetings regarding flipped classrooms to encourage staff enthusiasm for the concept? Do flipped classrooms align with the current culture of the school, and how can we make it a match?

 

Human Resources Frame: School personnel would need to invest in the education of staff on the topic of Flipped Classrooms. At the system level, administrators take care of human resources by securing benefits, raises, and providing professional development. At the school building level, principals seek initiatives that improve person-to-person understanding, learning, and communication. In this frame, schools are seen as a family, in which adult connections and affiliations are an essential prerequisite to taking care of children. Through the lens of human resources, we can analyze the effectiveness of a flipped classroom on this school. Will there be additional benefits for teachers willing to adopt a blended classroom in the form of flipped classrooms?

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