CBL allows students self-determination (heutagogy) to solve chosen real-world problems while using all tools available to them. In this way, they are encouraged to utilize technology to aid in problem-solving. By giving students the ability to make a difference, CBL is highly motivating. Students are engaged and purpose-driven. Flipping the classroom can encourage motivation if all students are able to understand and remember the asynchronous work required of them. Flipping the classroom requires a culture of buy-in to the model. Passively watching videos is not enough for even pre-teaching lessons. In my experience, it is important to use an app like EdPuzzle to scaffold the video watching experience. The biggest challenge is to catch the students up, that did not do the asynchronous work.
My action research has led me down the road (I will not say continuum) from pedagogy to andragogy to heutagogy. I think of pedagogy as the sage on the stage, andragogy as the guide on the side (used especially in adult learning) to heutagogy as the ace in the digital space, where one must be driven to learn on one's own. The 21st century requires heutagogical learners, those that are self-determined problem solvers, that are capable of making decisions. Even though there are challenges to using the Flipped Lesson Design, I will continue to use it when I can minimize the obstacles, mostly because I have so little time to be in the synchronous class space. I know I can weave the CRT methods into the curriculum that I am required to teach according to the pacing I am expected to align my lessons to. However, as much as I would love to use the CBL or PBL models, I am not sure that I will be able to make them work with the time constraints and the demands I currently have for teaching. I plan on bringing this model to the 4th grade Community of Practice to see if there is something that we can do that would allow us to implement CBL or PBL frameworks/methods.