Part 1 of a series on implementing a flipped classroom. This presentation outlines rationale behind the learning and curriculum as well as the model of flipped learning developed to suit student and school needs.
3. 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.
4. 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.
5. 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/
12. SOME NEGATIVES …
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
13. WHY HAS THE FLIPPED CLASSROOM
TAKEN OFF?
photo by Jurvetson
(flickr)
15. 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/
16. 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
17. 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.
18. 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
20. 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)
21. 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!
22. 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