Skip to main content

Flipping shift your practice

Several years ago I adopted a flipped approach to learning in PE as we were short on devices and technology in our classroom, we were known as a 1:1 iPad school, one iPad in one school!  As a class we were aiming to move to a more digital environment but didn’t have the equipment, so the obvious choice was to move to a flipped model.  I was happy to find out that most (65 out of 70) students had access to computers and the internet at home.  Special arrangements were made for the learners who did not have access like loan devices, and access to school devices during and after school.

Several years on and educators are still talking about flipping the classroom and it was our topic at The Mind Lab this week, there was some great discussion around the concept and different ways it could be implemented effectively - so I thought I would re-visit again.  The idea behind a flipped model of education is that much of the content is covered outside of the classroom through bite sized (under 10 minute) video clips, quizzes and collaborative discussions.  Subsequently deeper learning can occur in the classroom through face to face discussion which can apply, evaluate and contextualise the content as well as enhancing collaborative activities, strengthening relationships, developing communication skills and other key competencies.  The pedagogical approach has to be adapted and the mode of teaching must change to a more student orientated practice as the content (often teacher led) part of the session has already been covered.  A flipped method fits in extremely well with many different learning areas but particularly links well and supports active learning experiences; more time for hands on learning and less time stuck in the classroom 

Flipping allows more time for active learning

However, flipping the classroom can be a time consuming process, to be effective, authentic and personalised for the learners that you see everyday you should be the one who creates the videos and resources that you are asking the students to watch - this adds a level of personability, and also allows you to add in your own humor, anecdotes and personal touches that the students enjoy - it is not suitable to simply direct students to 4 youtube clips on biomechanics that highlight some content and then answer a google form about it.  An integral element that is often missed is the collaborative online space that must support any flipped approach.  If this is missing it would also be possible to argue that the flipped classroom doesn’t adhere to the constructivist ideologies that we are advocating in much of our modern learning practices.  The teacher is still spending a large amount of time ‘feeding’ the learners predetermined content through online lectures, unless it is done with a conscious shift in the way teachers spend time in the classroom then it will simply turn into another way of doing homework on a computer, or allowing even more time for ‘jug to mug’ style instruction in the classroom, again a pedagogical shift is the key to making the integration of technology worthwhile, perhaps an antidote to this would be to ‘flip the teacher’ and allow the students to run the class, allowing constructivist approaches?  If a flipped classroom is utilised it needs to allow students to develop at their own pace and have access to a wide range of open educational resources that will allow them support and extension for it to be flexible and worthwhile.

This video is a resource that we shared which integrates some blended learning principles to encourage a step in the direction of classroom flipping.  It also highlights some important points around how flipped classrooms could go wrong, as well as suggestions on how they could work well!  A shift from traditional learning culture is the main element that will support this style of learning, not the technology or access to it.


Popular posts from this blog

How to collaborate with ChatGPT in the research process and actually learn something

If you have used chatGPT before, it can sometimes feel like talking with someone who has done too much of their 'research on Facebook', filling in gaps with random facts marginally related to the topic just so they can respond and keep the conversation going. However, if applied or 'prompted' correctly, with the user utterly aware of the limitations and ethical considerations, chatGPT can be a helpful research assistant. There is already a wide range of tools available that are built on chatGPT that can support many of the things described below; however, I am still a bit hesitant to rush in with most of them being 'freemium' or asking you to upload your own research and other details or data into their database, I'm happy to stick with the open version of chatGPT as it is what our students have access to. Image created with AI The following guide highlights some prompts, some follow-up questions and most importantly, what you need to do next to follow up a

Motivation and homework follow up...

Last week I wrote about setting a homework challenge to learn muscles of the body as an online game - the students then had to post screen grabs on google+ to show they had done it and to be in contention for the hallowed prize of 'King of the Muscles' and a cafe voucher. I wasn't quite sure how it was going to go, but by Thursday the buzz in all my senior classes was about ' poke-a-muscle '.  The boys were so excited about it they'd post a score, and then find out that someone had beaten them, and then rush out of the class at interval to get to a computer and beat the top score.  I even had an email on Saturday (two days after the due date) from two boys who had been practicing and spent the afternoon working together to try and beat the original high scores they had submitted with the homework!!!

Group email parents with Kamar and Gmail

After # EdChatNZ on Thursday night I was really determined to make digital contact with parents and share with them the great work their sons were doing!  At our school we use Kamar to collect absences, store student data and report back to parents.  It has a handy function where you can click on a student and email the parents directly, but I wanted to email all the parents of classes at once.  After a bit of playing around I managed to find a way to do it, here's what I did!!! 1) In Kamar select 'Printing' then select 'Export'  This will save the file so you can copy the addresses into gmail, rather than printing it out. 2) Now you need to select your class - as I wanted to email one class at a time I need to select a single class, but you have to option to select multiple groups.  Click on 'Option Subject' and then type your teacher code into the box.  Your classes should all appear and then when you select the class it will copy into the bo