What is “Flipped Learning”?
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter (Flipped Learning Network, 2014).
Flipped Learning also creates an environment where the student is encouraged to take greater responsibility for his or her learning (and the teacher becomes more of a guide or coach who plans and facilitates the learning (The Tech Classroom, 2015).
What is a “Flipped Classroom”?
A Flipped Classroom simply has students do at home, what they would traditionally do in class. With the aide of multimodal and interactive technologies, the direct instruction that used to take place in class time is now accessed beforehand from outside the classroom. Class time is then utilised by students, to complete teacher-facilitated activities and discussions that directly relate to the prior instruction (Tucker ,B. 2012). The most beneficial aspect of this approach is that it creates the much needed class time for active learning. It provides an opportunity for “greater teacher-to-student mentoring, peer-to-peer collaboration and cross-disciplinary engagement” (Roehl, A., Reddy, S. & Shannon, G., 2103).
For example, students could be assigned as homework: the task of watching a video, listening to a podcast, or participating in an online reading or discussion. In class the following day, students would then be asked to participate in or complete an educational, student-centred task that tests their understanding or applies their knowledge. Throughout the lesson, the teacher is able to support student learning in a more interactive and personalised manner (Bergmann, Overmeyer & Wilie, 2011).
The following diagram by Bishop and Verleger (2013) summarises this framework. Fundamentally, educational technology and student-centred learning theories are integrated by a professional educator, to flip the student learning environment.
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter (Flipped Learning Network, 2014).
Flipped Learning also creates an environment where the student is encouraged to take greater responsibility for his or her learning (and the teacher becomes more of a guide or coach who plans and facilitates the learning (The Tech Classroom, 2015).
What is a “Flipped Classroom”?
A Flipped Classroom simply has students do at home, what they would traditionally do in class. With the aide of multimodal and interactive technologies, the direct instruction that used to take place in class time is now accessed beforehand from outside the classroom. Class time is then utilised by students, to complete teacher-facilitated activities and discussions that directly relate to the prior instruction (Tucker ,B. 2012). The most beneficial aspect of this approach is that it creates the much needed class time for active learning. It provides an opportunity for “greater teacher-to-student mentoring, peer-to-peer collaboration and cross-disciplinary engagement” (Roehl, A., Reddy, S. & Shannon, G., 2103).
For example, students could be assigned as homework: the task of watching a video, listening to a podcast, or participating in an online reading or discussion. In class the following day, students would then be asked to participate in or complete an educational, student-centred task that tests their understanding or applies their knowledge. Throughout the lesson, the teacher is able to support student learning in a more interactive and personalised manner (Bergmann, Overmeyer & Wilie, 2011).
The following diagram by Bishop and Verleger (2013) summarises this framework. Fundamentally, educational technology and student-centred learning theories are integrated by a professional educator, to flip the student learning environment.
|
|
It is important to note that ‘Flipped Learning” is grounded in educational theory. Below is a summary of the many educational theories and pedagogies that are embedded in the flipped learning approach, and these can be integrated by any motivated teacher.
The Four Pillars of F-L-I-P + T
(based on the Four Pillars of F-L-I-P. FLN, 2014)
(based on the Four Pillars of F-L-I-P. FLN, 2014)
F
L
I
P
T
|
Flexible Environment
Learning Culture
Intentional Content
Professional Educator
Technology Assisted
|
-students choose when and where the direct instruction occurs.
-the direct instruction aspect utilises mulitmodal, online lessons that are readily available to students. -expectations for student learning and assessment are more flexible. -the use of engaging student-centred activities require students to engage in active learning.
-students are encouraged to actively evaluate their learning as well as the the learning of their peers. -learning can be designed using an inquiry model. -there is time for teachers to give students individualised tutoring and feedback about their learning. -critical thinking and higher-order thinking skills such as Bloom's Taxonomy are embedded in the learning process.
-students actively construct their own knowledge which is then integrated into classroom activities. -allows teacher to purposely differentiate the classroom activities to cater for all learners. -the teacher uses active learning pedagogies to design student-centred tasks.
-the teacher determines an appropriate but more flexible timeline for learning and assessment. -the teacher still needs to apply educational theories such as that of Vygotsky, to facilitate learning. -utilises a mode of learning that modern students find more engaging.
-applies the connected learning concept through the use of online tools. -uses collaborative discussion and feedback to foster learning and engagement. |
In summary, Flipped Learning creates a flexible, active learning culture that is facilitated by a qualified teacher, and utilises online learning tools to engage modern learners.
If you want to read more about Flipped Learning and Flipped Classrooms, try these links.
If you want to know more about putting Flipped Learning into practice, please click below.
References: Bergmann, J., Overmyer, J. & Wilie, B. (2011). The Flipped Class: What is it and What it is not. The Daily Riff. Retrieved from http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php
Bishop, J.L. & Verleger, M.A. (2013). The Flipped Classroom: A survey of the Research. American Society for Engineering Education. Retrieved from http://www.studiesuccesho.nl/wp-content/uploads/2014/04/flipped-classroom-artikel.pdf
Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P. Retrieved from http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf
Petty, K. (2015) What is Flipping? The Tech Classroom. Retrieved from http://www.thetechclassroom.com/flipping-the-english-classss/flipping-the-english-class
Roehl, A., Reddy, S.L. & Shannon, G.J. (2013). The Flipped Classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2) 44-49.
Spencer. (2013) Flipped Learning Resources [Image]. Retrieved from https://www.flickr.com/photos/runfardvs/8450019871/
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.
Bishop, J.L. & Verleger, M.A. (2013). The Flipped Classroom: A survey of the Research. American Society for Engineering Education. Retrieved from http://www.studiesuccesho.nl/wp-content/uploads/2014/04/flipped-classroom-artikel.pdf
Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P. Retrieved from http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf
Petty, K. (2015) What is Flipping? The Tech Classroom. Retrieved from http://www.thetechclassroom.com/flipping-the-english-classss/flipping-the-english-class
Roehl, A., Reddy, S.L. & Shannon, G.J. (2013). The Flipped Classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2) 44-49.
Spencer. (2013) Flipped Learning Resources [Image]. Retrieved from https://www.flickr.com/photos/runfardvs/8450019871/
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.