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The official student news site of Coppell High School

Coppell Student Media

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October 26, 2023

We do not deserve a pre-recorded education

Flipped classrooms discourage student growth
Pranavi Ramineni
Flipped classrooms can leave students fatigued as teachers opt for video lectures that students must watch at home. The Sidekick staff writer Anvita Bondada explores the reasons behind this shift, its potential harm to students and the debate surrounding its place in high schools.

One thing about me is that I take a lot of notes. In my first semester of junior year alone, I filled up an entire notebook of AP U.S. History notes.

It is not that I transcribe every single thing the teacher says, I just prefer to take notice of unique parts of lectures. Whether my teacher makes a reference to Queen Elizabeth II, or shares a fun fact about a former United States president, I appreciate the aspects of a lecture where I see the teacher’s personality shine through.

So when I open my Schoology course from another class to see a screen recorded presentation with a monotone voice in the background, my face falls in disappointment.

In recent years, teachers have adopted a teaching model dubbed as the flipped classroom, where they record video lectures for students to watch at home, and use class time to apply their knowledge through assignments, worksheets and projects. 

While around for many years, the flipped classroom rose substantially in popularity amongst high school teachers and college professors after COVID-19, when virtual learning became the norm. In the pandemic, students relied on video lectures to learn class material, and teachers grew used to this class structure.

Many teachers cite this method as a novel way to allow students to apply their knowledge with other classmates, and take charge of their own understanding of the content.

“When I was in school, I remember going home with science homework with no one to help,” Coppell High School AP Biology teacher Bianca Benitez said. “This way I can ensure that they can understand and apply the content with the people in class.”

While this teaching style looks good on paper, students have notoriously struggled with it. In what is intended to evoke meaningful discussion and student autonomy in learning, instead brings glazed over eyeballs staring into a screen and miscommunication between teachers and students.

Having a uniform video or textbook with no space for questions and concerns from students unintentionally creates a “one size fits all” curriculum where students can fall behind. Many CHS students also have rigorous schedules that do not permit them to learn entire concepts at home.

“I find it difficult to keep up in class because homework feels like more pressure, and it’s hard to feel motivated,” junior Aizah Ahmed said. “If you can’t finish a lesson in one night, then it’s a lot worse than if you couldn’t finish a worksheet.”

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In the flipped classroom model, classes often consist of students completing assignments, with the teacher giving instructions and answering questions. 

If class time is fully used for individual work, it diminishes the opportunity for student-teacher connections. This can be detrimental to the student, as they will not be confident to ask their teacher questions about the content, as well as the teacher, since they can not understand their student’s way of learning. The miscommunication decreases productivity in class.

However, certain subjects have fit into the flipped classroom with ease. Benitez credits this style to be fit for AP classes that build on previously learned basic knowledge. Benitez sets aside 15 minutes in the beginning of class to review the material students had learned the night before. 

“The flipped classroom has worked really well for my class because we do a lot of labs which take up a lot of class time, so they are able to learn through their experiences as well as at home,” Benitez said. 

Teachers have also found ways to implement the flipped classroom into their class without changing the learning structure entirely. For example, UC Berkeley chemistry instructor, Michelle Douskey, added ‘Flipped Fridays’ to challenge her students to apply their knowledge with what they learned that week. 

Allotting more time in class for reviewing content from the night before, or prioritizing active recall and learning opportunities within class assignments themselves, can encourage a balance between meaningful teacher-student interaction and students taking charge of their education. 

Flipped classrooms at their root, however, are not a sustainable teaching model and will eventually lead to a decrease in both the student and teacher’s motivation in class. Let’s give students a real education.


Follow @anvita_bondada and @CHSCampusNews on X.

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About the Contributors
Anvita Bondada
Anvita Bondada, Staff Writer
Anvita Bondada is a junior and a second year staff writer on The Sidekick. She runs a small business selling press-on nails, called Nails by Anvita. Although she grew up in hot, arid Texas her favorite type of weather is rain of all kinds. In her free time, she enjoys shopping for clothes, listening to musicians such as Taylor swift and Gracie Abrams, doing her nails in a variety of styles, and playing with her dog Birkin. She enjoys watching romantic comedies, her favorites are 10 Things I Hate About You, Lala Land, and Easy A. She’s travelled a lot and her favorite location so far has been Venice and she would like to go to Greece if she got the chance.  She speaks Telugu at home and would like to major in marketing.  Anvita loves writing for a variety of sections, including writing opinion columns, reviews on music albums, and feature stories. She would like to expand to movie reviews this year. Over her years of experience on The Sidekick, she has discovered new horizons for writing and design for communication and self expression.  It also gave her a way to connect with Coppell high school and its students.  The Sidekick challenged her to break out and talk to people outside of her social circles. You can contact her at [email protected], or @anvitabondada on Instagram.  
Pranavi Ramineni
Pranavi Ramineni, Staff Writer
As you walk into the lavender room of Coppell High School sophomore Pranavi Ramineni, your eyes may catch the Haikyu poster, or a picture of Pranavi as a child with her grandfather, maybe her Coppell Middle School West Team Volleyball poster or the plethora of underwater watercolor paintings. Each of these are a facet of her identity. As your eyes continue to wander, they will set on the girl perched on her bed watching TV. You will first notice Pranavi’s hair, always out and as expressive as her. “There is a lot of my story behind my hair,” Ramineni said. “I cut my hair twice in elementary for cancer patients. In third grade, I cut it 12 inches. In fifth grade, I cut it eight inches.” But that inherent kindness to help the community shows in everything Pranavi does. As a first-year staffer on The Sidekick, Pranavi initially joined to surprise her friend for their birthday but continued because of her hopes to be a cartoonist and page designer. Regardless of whether she is painting with watercolor or singing for the Coppell Choir, Pranavi believes people can tell a story through a variety of mediums. In her free time, she enjoyed reading books, watching TV shows like the Real Housewives, or sitting at the local neighborhood park with friends that are able to be wholeheartedly themselves. In the future, Pranavi wants to apply computer science to the world of architecture and interior designing. You can contact her by emailing [email protected].

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