A year in a flipped classroom: why flip?

A Year in a Flipped Classroom:

Why flip?

June Wall

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To flip or not to flip –

is that the question?


What is a flipped classroom?

• Predominant view is that a flipped classroom

is one where the “lecture” is studied by the

students at night and practice or consolidation

activities occur in the classroom.


Research

• Action research (various) and research such as

Dr. Jeremy Renner all state the positives and

negatives – a positive result is dependant on

the preparation and philosophy used in the

implementation.


Dr Renner’s guidelines

• The expectation of spending time doing homework should be clear

• A flipped class implementation does not have to be “all or nothing”

• Students do not automatically prefer cooperative group work, nor do they intuitively know how to work in a group successfully

• Teachers do not have to create all of their own content for a flipped class

• Lecturing is not bad pedagogy, but it should not be the primary or sole means of instruction

• Pre-testing in K-12 classes warrants further study

• Students respond to multiple means of representation

http://education.cu-portland.edu/blog/students-faculty-alumni/new-study-on-the-

flipped-classroom-by-concordias-dr-jeremy-renner-shows-mixed-results/

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http://elearningindustry.com/flipped-classroom-2012-infographic









Cons

1. Students don’t need more screen or computer time!

2. Students don't need more homework!

3. Access to mobile devices and the internet can be inequitable

4. Market forces will allow content producers to get richer!

12



Why has the flipped classroom

taken off?

photo by Jurvetson

(flickr)


http://classroomwindow.com/flipped-classrooms-improved-test-scores-and-teacher-

satisfaction/


The main points of this model

• Video production to disseminate content

• Students watch videos after school

• Variety of learning activities during class

• Allows for differentiation in learning activities

http://www.learningunlimitedllc.com/2013/03/6-steps-to-a-flipped-classroom/


My purpose

• To differentiate learning to the individual level

• To engage the students for them to want to learn

• To model the process for other teachers to consider ....

• To show both students and teachers that risk is part of learning....

• I had introduced a new subject to the school for precisely this purpose


A different version of flipping

• Variety of input types – video, research,

directed reading / listening

• Variety and individualised learning plans

• Classroom time was spent in discussion and

student teaching.


My intended outcomes

• Students would cover the subject content by Wk 3 of Term 4

• Students would develop digital literacy capabilities

• Students would choose what they wanted to learn about after the core was completed.

• Students would select methods of presenting work

• Students would be self motivated and operate at higher levels on the Blooms taxonomy


What did the students think?

I liked being able to

complete the whole

course by the end

of Term 3!

I really liked the

class discussions

I hated having to

think about

questions ….

It took me a while

to get used to not

being told exactly

what I had to

present!

International

Studies is my

favourite subject!


What had the students learnt?

• Socratic questioning technique

• An ability to critically reflect on their own and others work

• An ability to think about what they wanted to present and select the most appropriate tool

• Research skills improved !!!!!!

• Attitudes to other nationalities changed (for the better)


So was I successful?

From my point of view – yes

From the grades/marks point of view – yes

From the relationships in the classroom – yes

Students ability to argue and substantiate a case –yes

From the parents – yes!


Recap outcomes

• Students would cover the subject content by Wk 3 of Term 4 ��

• Students would develop digital literacy capabilities ��

• Students would choose what they wanted to learn about after the core was completed. ��

• Students would select methods of presenting work ��

• Students would be self motivated and operate at higher levels on the Blooms taxonomy - mostly ��


My contact details

[email protected]

Twitter @junewall


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A year in a flipped classroom: why flip?